Full metadata
Title
The effect of cognitively guided instruction on primary students' math achievement, problem-solving abilities and teacher questioning
Description
The purpose of this study is to impact the teaching and learning of math of 2nd through 4th grade math students at Porfirio H. Gonzales Elementary School. The Cognitively Guided Instruction (CGI) model serves as the independent variable for this study. Its intent is to promote math instruction that emphasizes problem-solving to a greater degree and facilitates higher level questioning of teachers during their instructional dialogue with students. A mixed methods approach is being employed to see how the use of the CGI model of instruction impacts the math achievement of 2nd through 4th grade students on quarterly benchmark assessments administered at this school, to see how students problem-solving abilities progress over the duration of the study, and to see how teacher practices in questioning progress. Quantitative methods are used to answer the first of these research questions using archival time series (Amrein & Berliner, 2002) to view trends in achievement before and after the implementation of the CGI model. Qualitative methods are being used to answer questions around students' progression in their problem-solving abilities and teacher questioning to get richer descriptions of how these constructs evolve over the course of the study.
Date Created
2012
Contributors
- Medrano Cotito, Juan (Author)
- Ann, Keith (Thesis advisor)
- David, Carlson L (Committee member)
- Thomas, Heck (Committee member)
- Reynaldo, Rivera (Committee member)
- Arizona State University (Publisher)
Topical Subject
- Mathematics Education
- pedagogy
- Education, Elementary
- Cognitively Guided Instruction
- critical thinking
- multiple solution strategies
- problem-solving
- student-centered instruction
- teacher-centered instruction
- Cognitive learning
- Mathematical ability in children
- Mathematics--Study and teaching (Elementary)
- Problem solving--Study and teaching (Elementary)
- Critical thinking--Study and teaching (Elementary)
- critical thinking
Resource Type
Extent
vii, 154 p. : col. ill
Language
Copyright Statement
In Copyright
Primary Member of
Peer-reviewed
No
Open Access
No
Handle
https://hdl.handle.net/2286/R.I.14678
Statement of Responsibility
by Juan Medrano
Description Source
Viewed on September 7, 2013
Level of coding
full
Note
Partial requirement for: Ed. D., Arizona State University, 2012
Note type
thesis
Includes bibliographical references (p. 125-128)
Note type
bibliography
Field of study: Leadership and innovation (Policy and administration)
System Created
- 2012-08-24 06:19:33
System Modified
- 2021-08-30 01:47:57
- 2 years 8 months ago
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