Cognitively guided instruction: A case study in two elementary schools

UnrestrictedThis study investigated the ways in which the elementary mathematics teaching philosophy, Cognitively Guided Instruction (CGI), was reflected in the teaching practice of a sample of teachers who subscribe to the philosophy. Cognitively Guided Instruction relies on teachers basing their instructional decisions on the knowledge of their students’ mathematical thinking. The research questions for this study were (1) to what extent do teachers’ instructional practices reflect the critical features of CGI? and (2) what aspects of CGI professional development did the teachers perceive to be the most effective in supporting the integration of CGI philosophy into their teaching practice? Five second grade teachers within two schools in the same district participated in this study. Data were collected through principal interviews and teacher observations, interviews, and questionnaires. Evidence was found that the critical features of CGI were present in the teaching practices of the teacher participants but the critical features were observed to varying degrees. The majority of the teacher participants reported that CGI professional development that provided immediate feedback that was directly connected to current classroom practice (e.g., CGI coaches) was the most supportive of their CGI enactment