Mathematical Perspective on Piaget’s Theory and Its Implications  for Teaching and Learning

Chinedu Obasi; Patricia Obi

doi:10.17309/jltm.2025.6.1.06

Authors

Chinedu Obasi Alvan Ikoku Federal University of Education https://orcid.org/0000-0003-4358-116X
Patricia Obi Alvan Ikoku Federal University of Education

DOI:

https://doi.org/10.17309/jltm.2025.6.1.06

Keywords:

cognitive development, Piaget’s theory, mathematical modelling, stability analysis

Abstract

Objectives. This paper applies mathematical modelling to Piaget’s theory of cognitive development through a system of differential equations. By modelling the progression through Piaget’s cognitive stages, the research aims to assess the stability of mental development.

Materials and methods. Stability analysis, including linear and nonlinear methods such as Lyapunov functions, reveals that the system exhibits stable behaviour, suggesting predictable and continuous transitions between cognitive stages.

Results. The results imply that Piaget’s stages are stable under typical conditions, with potential implications for designing educational interventions based on cognitive development.

Conclusions. This approach provides a quantitative framework to understand cognitive development and its stability within educational contexts.

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Author Biographies

Chinedu Obasi, Alvan Ikoku Federal University of Education

Department of Mathematics
Owerri, Imo State, Nigeria
chinedu.obasi@alvanikoku.edu.ng

Patricia Obi, Alvan Ikoku Federal University of Education

Department of Curriculum & Instruction,
Owerri, Imo State, Nigeria
patricia.obi@alvanikoku.edu.ng

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