Mathematical Cognition

The Importance of Mathematical Cognition:

If mathematics can justifiably be considered as a “subject-matter,” then it must be a language of thinking. While mathematical abilities comprises a body of knowledge and skills– a crystallized form of intelligence - the proper development of mathematical knowledge and skills  is a product of logical deduction and induction processes-fluid intelligence.  Therefore, for mathematics education to be successful the means of teaching mathematics must focus on the development of the underlying logic.

Feuerstein’s theory of Structural Cognitive Modifiability (SCM) provides a powerful tool to understanding the relationship between mathematics and general forms of thinking, and his principles of Mediated Learning can analytically inform effective mathematics teaching and learning.  Teachers - even those who are well informed of Feuerstein’s theories - often struggle in their attempts to apply these theories to their mathematics teaching practices. They require assistance in the analysis of the mathematical topics and the relationships among them, and in the design of interventions which address their students’ learning difficulties.


  • Analyze mathematic topics (see modules below) and the conceptual/cognitive relationships amongst them.
  • Analyze typical learning challenges relative to the specific mathematic topics (in terms the Cognitive Map, the Cognitive Functions).
  • Develop instructional models for each of the typical learning challenges.

Target Groups:   

All teachers working with students: K-2; Grades 3-5; Grades 6-8; Grades K-8 (High School to be added at a later date).

Program Elements:

Four modules:

  • M.1: K-2: Early mathematics development of number sense and geometry.
  • M. 2: 3-5: Understanding the arithmetical operations across natural, rational and irrational numbers, integers, basic geometry, early-probability.
  • M.3: 6-8: Understanding the challenges of pre-algebra, upper elementary geometry (including construction), basic probability and statistics.
  • M. 4: High-Schools: The challenges of learning Algebra and Pre-calculus, Proof Geometry, Probability and Statistics.

Time Frame:

Each module will be conducted over a five day seminar.

For additional information or to register, contact Moshe Ben-Porath.

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$ (USD)
The Feuerstein Institute | The International Institute for the Enhancement of Learning Potential
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