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.
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Hiebert, J., Carpenter, T.P. Piagetian tasks as readiness measures in mathematics instruction: A critical review. Educ Stud Math 13, 329–345 (1982). https://doi.org/10.1007/BF00311247
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DOI: https://doi.org/10.1007/BF00311247