بررسي تراز توانايي شناختي رياضي (طبقه بندي و اندازه گيري) و همبستگي آن با پيشرفت تحصيلي و سن عقلي و جنسيت براساس تيوري پياژه در استان مازندران

A Survey on the Level of Mathematical Cognitive Ability (Classification and Evaluation) and its Correlation with Academic Achievement, Mental Age, and Gender

This research was carried out in order to evaluate understanding of fundamental mathematical concepts and the relation between cognitive mathematical abilities and performance of male and female elementary school students in Mazandaran based on Piagetʹs theory. To fully objectives of this research 23 hypotheses have been studied. Population in this research comprises all male and female elementary school students in academic year 85-86 in Mazandaran which has been selected trough accidental clustering sampling. First, four cities have been chosen then to elementary schools and finally 200 testes (100 male, 100 female) from each school have been selected the population has undergone Piagetʹs mathematical recognition test and finally 40 students have been selected from each grade the instruments utilized in this study are Piagetʹs test Goodenoughʹs test, the grand mean of all lessons in the previous semester. Findings indicates that the Performance level of subjects in different elementary is different according to Piagetʹs constant criterion. There is significant difference in Performance of students in 5 elementary grades in the concept of similarity and belonging, empty collection, collections participation, multiple classification, multiple ordering, speed concept conservation, time conservation, surface conservation, space measurement and volume conservation, but there is not significant difference in other nine abilities. There is relation between cognitive mathematical abilities and difference elementary grade students. There is not relation between cognitive mathematical abilities and mental age. There is not significant difference between males and females mathematical concepts abilities. (P<0/5).