Cognitively Guided Instruction: A Knowledge Base for Reform in Primary Mathematics Instruction

1996 ◽  
Vol 97 (1) ◽  
pp. 3-20 ◽  
Author(s):  
Thomas P. Carpenter ◽  
Elizabeth Fennema ◽  
Megan L. Franke
Keyword(s):  
Knowledge Base ◽  
Mathematics Instruction ◽  
Cognitively Guided Instruction ◽  
Primary Mathematics ◽  
Guided Instruction

Collaborating Across the Pond: Cognitively Guided Instruction Project

2019 ◽  
pp. 401-405
Author(s):  
Lio Moscardini
Keyword(s):  
Teaching And Learning ◽  
Developmental Stages ◽  
The United States ◽  
Initial Study ◽  
Cognitively Guided Instruction ◽  
Diverse Group ◽  
Pedagogical Content ◽  
Class Level ◽  
Scottish Government ◽  
Guided Instruction

This paper describes a primary-school (ages 5-11) project implemented in Scotland, based on the United States research from Cognitively Guided Instruction (CGI), and as envisioned by Dr. Lio Moscardini. Three schools, two public and one private, participated in this two-year long initial study that focused on helping teachers to understand the developmental stages pupils naturally progress through in order to understand the mathematics for their class level as defined by the Scottish government. This project provides evidence that a rise in attainment can occur by focusing on teachers’ knowledge, pedagogy, and pedagogical content knowledge in relation to mathematics rather than by focusing on attainment itself. Additionally, this project addresses the teaching and learning of a diverse group of students, i.e. inclusion, low socio-economics.

Problem Solving for the Primary Grades

1982 ◽  
Vol 29 (6) ◽  
pp. 10-15
Author(s):  
James V. Bruni
Keyword(s):  
Problem Solving ◽  
Young Children ◽  
Primary School ◽  
Mathematics Instruction ◽  
Primary Grades ◽  
School Teachers ◽  
Problem Solving Skills ◽  
Primary School Teachers ◽  
Primary Mathematics ◽  
Problem Solvers

“How can my children possibly be expected to do problem solving when they are only beginning to learn to read and to do basic arithmetic computation?” This is often the lament of primary-school teachers when urged to include problem solving in their mathematics programs. Developing problem-solving skills is often equated with training children to solve arithmetic word problems, but problem olving has a much broader meaning. It is not only possible for young children to become problem solvers but also, primary mathematics instruction can be organized to help develop problem-solving skills.

Overcoming the Walls Surrounding Word Problems

2005 ◽  
Vol 11 (5) ◽  
pp. 256-262
Author(s):  
Gregorio A. Ponce ◽  
Leslie Garrison
Keyword(s):  
Oral Language ◽  
Word Problems ◽  
Cognitively Guided Instruction ◽  
Classroom Activity ◽  
Teachers And Students ◽  
And Mathematics ◽  
Guided Instruction ◽  
Instructional Theories

The integration of two powerful instructional theories (Daily Oral Language and Cognitively Guided Instruction) into one classroom activity that is helping break the barriers teachers and students face when working with word problems. Teachers will gain informative techniques to integrate these strategies to include reading, writing, and mathematics in the classroom.

The Mind Is Its Own Place: The Influence of Sustained Interactivity with Practitioners on Educational Researchers

1999 ◽  
Vol 69 (3) ◽  
pp. 289-320 ◽  
Author(s):  
Michael Huberman
Keyword(s):  
Science Education ◽  
Elementary Level ◽  
Cognitively Guided Instruction ◽  
Conceptual Frameworks ◽  
Unit Of Analysis ◽  
Research And Practice ◽  
University Of Wisconsin ◽  
The Mind ◽  
Guided Instruction ◽  
The University

In this article, Michael Huberman explores the effect of sustained interactions with practitioners on educational researchers. He focuses his study on two specific cases: 1) an elementary-level mathematics project, known as the Cognitively Guided Instruction project at the University of Wisconsin–Madison, and 2) a set of intellectual biographies of math and science education researchers. Using a social-constructivist paradigm, he describes the conceptual and methodological shifts that some researchers undergo when they are confronted with the realities, constraints, and opportunities of practice. In addition to these shifts, Huberman also discusses how interacting with practitioners influences researchers' view of teaching and of how research should be used. He discusses how the "micro-worlds" of research and practice interact, and through their interactions determine the flow of knowledge. It is the interaction between micro-worlds, rather than the actors alone, that is the crucial unit of analysis in this study. Huberman concludes by suggesting that sustained interactivity between practitioners and researchers may be beneficial to both parties. In particular, sustained interactivity may allow researchers to refine, even recast, their conceptual frameworks, their methodologies, their teaching, and their modes of exchange with various audiences.

Situation des filles à l’égard des mathématiques : anxiété exprimée et stratégies utilisées

2003 ◽  
Vol 15 (1) ◽  
pp. 7-24
Author(s):  
Louise Lafortune ◽  
Élizabeth Fennema
Keyword(s):  
Cognitively Guided Instruction ◽  
Guided Instruction

Résumé Dans ce texte, les auteures présentent deux approches des mathématiques : l’approche philosophique des mathématiques (APM) et la cognitively guided instruction (CGI). Des résultats de recherche montrent que l’utilisation de l’APM tend à augmenter l’anxiété des filles à l’égard des mathématiques (Lafortune). D’autres montrent que les filles ont tendance à avoir recours davantage à des algorithmes enseignés et les garçons, à des algorithmes inventés (Fennema). Les résultats de ces recherches sont discutés et des solutions sont proposées.

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