Piaget's Cognitive Theory in Upper Primary School Students' Mathematical Problem Solving: A Literature Review
DOI:
https://doi.org/10.28918/circle.v6i1.2605Abstract
Mathematical problem-solving ability are one of the key competencies in mathematics education and a major requirement of the global curriculum. Mathematical problem-solving ability are one of the key competencies in mathematics education and a major requirement of the global curriculum. This study aims to systematically examine the implementation of Jean Piaget's cognitive development theory in mathematical problem solving in upper primary school mathematics learning. The method used was a literature review of articles published between 2020 and 2025 through the Google Scholar, Scopus, and ScienceDirect databases. The search and selection process was carried out through stages of identification, screening, and feasibility assessment based on predetermined inclusion and exclusion criteria, resulting in 19 articles that were analysed using descriptive qualitative methods. The synthesis results show four main findings. First, the characteristics of the concrete operational stage are an important foundation in designing mathematics problem-solving learning. Secondly, the processes of assimilation and accommodation in Piaget's theory play a role in helping students construct conceptual understanding through the use of concrete and semi-concrete representations. Third, innovative learning approaches such as Problem-Based Learning and the use of manipulatives are effective in developing students' problem-solving strategies. Fourth, the implementation of Piaget's theory had a positive impact on learning engagement, logical thinking skills, and the quality of mathematics learning. The main contribution of this study is to present a conceptual synthesis that integrates Piaget's stages of cognitive development with mathematical problem-solving processes, as well as emphasising the importance of aligning learning designs with the cognitive characteristics of upper primary school students. These findings provide a theoretical basis for the development of more contextual, exploratory, and student-centred mathematics learning.
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