Original Research

Exploring the impact of Feuerstein’s Instrumental Enrichment Programme on the cognitive development of prospective mathematics educators

M (Magda) M Kloppers, M (Mary) M Grosser
The Journal for Transdisciplinary Research in Southern Africa | Vol 6, No 2 | a264 | DOI: https://doi.org/10.4102/td.v6i2.264 | © 2010 M (Magda) M Kloppers, M (Mary) M Grosser | This work is licensed under CC Attribution 4.0
Submitted: 10 March 2016 | Published: 30 March 2010

About the author(s)

M (Magda) M Kloppers, North-West University: Vaal Triangle Campus, South Africa
M (Mary) M Grosser, North-West University: Vaal Triangle Campus

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Abstract

In this article the researchers report on the findings obtained from a sequential explanatory mixed method study through testing and narratives in order to determine the extent to which 24 prospective Mathematics educators at a South African university enrolled for a BEd-degree possess cognitive skills, and to establish the potential of the Feuerstein Instrumental Enrichment programme (FIE) to develop and improve the cognitive skills of the said prospective educators. Results indicated that there is a need for improving the cognitive skills of the prospective Mathematics educators and that the FIE programme possesses the latent potential to improve and develop cognitive skills.

The significance of this research lies in the contribution it makes in particular to equip lecturers involved in educator training with knowledge regarding the merits of the Feuerstein FIE programme for improving cognitive performance.

Keywords: Cognitive skills; cognitive development; intervention; mediation; cognitive development; Instrumental Enrichment

Disciplines: Mathematics teaching; Cognitive development; Teacher education


Keywords

Cognitive skills; cognitive development; intervention; mediation; cognitive development; Instrumental Enrichment

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