A Piagetian and Productive Struggle
A Piagetian supports the idea that children who have attained the age of between six or seven and eleven or twelve years can apply logical operations in their thinking process to solve a classroom-based problem or mathematical question.
The Productive Struggle
The ability to persevere in understanding and determining a solution to an academic assignment is known as the productive struggle (Pasquate, 2015). A child who attains the Concrete Operational Stage realizes that his feelings and viewpoints are not necessarily as those of other learners. Therefore, when solving a mathematical problem, various techniques for solving an assigned task is incorporated in an attempt to attain a correct answer. (Pasquate, 2015) In this regard, children develop the ability to build their learning and thinking skills which results in the practice of reflecting and analyzing the various problem-solving methods (Ormrod, 2016).
Benefits of Productive Struggle
The productive struggle is beneficial to learners as they develop cognitive structures that enhance logical reasoning in solving an academic problem. Additionally, they can analyze and reflect on their thought process to determine whether the developed solution applies logic (Ormrod, 2016).
The Four Stages in Piaget's Theory
The four stages in Paget's theory are classified into different age groups depending on the abilities acquired by children as they become older. The last stage is attained at the age of 12 years where children have developed all the cognitive skill that enable them to incorporate reasoning in science and mathematics. Therefore, learners require a relatively long time of more than ten years as they struggle to acquire cognitive abilities (Ormrod, 2016).
The Role of Time in Development
Time is crucial in the progressive development of the logical reasoning skills of an individual. In regards to the four stages of Piaget's theory, a student can only acquire all the abilities that enable him to solve advanced mathematical problems over an extended period. However, time is not a result of development.
References
Ormrod, J. E. (2016). Human Learning. Upper Saddle River,NJ: Pearson/Merill Prentice Hall.
Pasquate, M. (2015). Productive Struggle In Mathematics. Retrieved from Educational Develeopment Centre: http://interactivestem.org/wp-content/uploads/2015/08/EDC-RPC-Brief-Productive-Struggle.pdf
