This thesis entitled, Cognitive Representation in Teaching Mathematics to the Students Interest and Mathematical Skills, aimed to determine the effect of cognitive representation in teaching mathematics to the students interest and their mathematical skills. It follows the sides of determining the level of using cognitive representation in teaching mathematics students interest students mathematical skills during pre-assessment and post-assessment. Also, the significant difference between the level of students mathematical skills during pre-assessment and post-assessment. Lastly, the significant effect of using cognitive representation in teaching mathematics to the students interest and students mathematical skills. This study employed the descriptive research method to analyze and interpret the data collected from Grade 8 students at Pedro Guevara Memorial National High School, comprising a total of 121 respondents. Purposive sampling was utilized as the sampling technique. The data were analyzed and interpreted using the mean, standard deviation, t-test, and multiple regression. The level of cognitive representation in teaching mathematics in terms of enactive and iconic was interpreted as very high while symbolic representation was interpreted as high. With regards to students interest in it was verbally interpreted as very high. Before the assessment, students mathematical skills were deemed fairly satisfactory, nevertheless after the assessment, they were classified as very satisfactory. A significant difference was noted between students mathematical skill levels pre-assessment and post-assessment when employing cognitive representation in teaching mathematics. Furthermore, the study revealed that enactive and iconic representations significantly affect students interest and mathematical skills. Based on the findings, it can be concluded that there is a notable difference in students mathematical skills between the pre-assessment and post-assessment. Additionally, the incorporation of enactive and iconic representations significantly affects both students interest in the subject and their mathematical skills. Consequently, the hypothesis is rejected. This underscores that cognitive representations contribute to enhancing students mathematical abilities. And it also has a beneficial effect on students involvement with the subject matter. In the formulated conclusions from the findings, it is recommended that teachers integrate a range of cognitive representations into mathematics instruction to cater to diverse learning styles and reinforce student comprehension. Furthermore, future researchers are encouraged to explore the effectiveness of various instructional methods, including cognitive representations, in mathematics education, aiming to discern optimal strategies for improving student learning outcomes.

Cognitive Representation

Interest

Mathematical Skills