Educational Studies in Mathematics

, Volume 13, Issue 3, pp 329–345

Piagetian tasks as readiness measures in mathematics instruction: A critical review

  • James Hiebert
  • Thomas P. Carpenter
Article

DOI: 10.1007/BF00311247

Cite this article as:
Hiebert, J. & Carpenter, T.P. Educ Stud Math (1982) 13: 329. doi:10.1007/BF00311247

Abstract

The purpose of this review was to synthesize the research on the relationship between performance on Piagetian tasks of concrete operations and performance on mathematics learning tasks in order to determine whether the Piagetian tasks make useful readiness measures. The research consistently indicates that, while there is a positive correlation between performance on Piagetian tasks and mathematics achievement, many school mathematics tasks can be mastered by children who have not yet developed the reasoning abilities measured by Piagetian tasks. This does not diminish the validity of Piaget's theory, but rather suggests that the kinds of reasoning processes identified by Piaget are not essential in solving many school mathematics tasks.

Copyright information

© D. Reidel Publishing Co. 1982

Authors and Affiliations

  • James Hiebert
    • 1
    • 2
  • Thomas P. Carpenter
    • 1
    • 2
  1. 1.University of KentuekyUSA
  2. 2.University of Wisconsin-MadisonUSA