The Cognitive Structure of Academic Achievements in Mathematics at the Secondary Level(A Field Study within the Framework of Educational Analysis and the Crisis of the Foundations of Contemporary Mathematics and Logic)

Abstract

This study investigates the cognitive structure underlying mathematics achievement at the secondary level through a comprehensive approach that integrates educational field analysis with a philosophical framework rooted in the crisis of the foundations of mathematics and contemporary logic.

The study employed a descriptive analytical method and was conducted on a sample of 240 students and 60 teachers from six secondary schools across different educational districts in the great region of Yefren. Findings indicate that psychological factors - particularly mathematics anxiety - represent the most influential dimension affecting achievement, followed by curricular overload and weak conceptual coherence. The results also reveal that the absence of logical-structural presentation of mathematical concepts contributes to procedural learning without deep inferential understanding. The study recommends restructuring mathematics instruction in light of logical foundations and reinforcing inferential thinking skills to improve academic performance