Seventeenth International Conference on Climate Change: Impacts & Responses

Abstract

Cognitive tools are essential for assimilation in teaching mathematics to advance inclusive teaching and enhance sustainable learning for all learners. This study investigated the effects of utilising graphic calculators as a cognitive tool to support learners as digital natives in achieving relevant cognitive processes. In practice, graphic calculators are not used in most mathematics classrooms. Learners are denied opportunities to explore advanced Data handling manipulations to cater for their diversified cognitive abilities. This research builds on cognitive processing theory that highlights those cognitive processes of the mind, such as motivation and imagination, are critical elements of learning that bridge the environmental stimuli and learners’ responses. Stimuli through basic cognitive tools triggers basic cognitive processes such as perception, attention, information processing and memory. This descriptive case study engaged 93 learners from three schools in an intervention programme. To support their learning of data handling, learners explored the concepts through utilising the graphic calculator. Through descriptive data analysis, the findings reveal that the graphic calculator as a cognitive tool supported the learners’ cognitive skills, that is, they developed motivation, perception, problem-solving, and cognition towards data handling. This study contributes that the usage of cognitive tools in teaching mathematics enhances inclusivity through supporting learners’ culture of digital nativity and the application of critical thinking in problem solving, and ultimately advance higher level of cognitive development. In essence, cognitive tools enable learners to process information more efficiently, improve visualisation, promote cognitive growth, and stimulate a deeper understanding of concepts and problem-solving abilities.