Cognitive Guided Instruction is a "professional development program based on an integrated research program on (a) the development of students' mathematical thinking, (b) instructions affecting that development, (c) teacher knowledge and beliefs that affect their learning practices , and (d) the way in which teachers 'knowledge, beliefs and practices are influenced by their understanding of students' mathematical thinking. " CGI is an approach to teaching mathematics rather than curriculum courses. The essence of this approach is the practice of listening to children's mathematical thinking and using it as a basis for teaching. Research frameworks based on children's thinking in the domain of addition and subtraction, multiplication and division, ten basic concepts, multidigit operations, algebra, geometry and fractions provide teachers with guidance on listening to their students. Case studies of teachers using CGI have demonstrated the most successful teachers using a variety of practices to expand children's mathematical thinking. It is the CGI principle that there is no one way to apply the approach and that teacher professional judgment is important to make decisions about how to use information about children's thinking.
The basic research on children's mathematical thinking on which the CGI is based suggests that children are able to solve problems without direct instruction using informal knowledge of everyday situations. For example, a study of kindergarten children shows that young people can solve problems that involve what is usually considered advanced mathematics such as multiplication, division, and multistep problems, using direct modeling. Direct modeling is an approach to problem solving where the child, in the absence of more sophisticated mathematical knowledge, builds solutions to story problems by modeling actions or structures. For example, about half of children in the study of problem solving children can solve this multistep problem, which they have not seen before, using direct modeling: 19 children take a mini-bus to the zoo. They should sit either 2 or 3 to be seated. The bus has 7 seats. How many children have to sit three into a chair, and how many can sit two on a chair?
- Example : Fred has six marbles at school. On the way home from school, his friend Joey gave him more marbles. Now Fred has eleven marbles. How many marbles did Joey give Fred?
Students can solve this problem by counting down from eleven or by counting to six. By using manipulatives, students will be able to represent their thinking for the problem in various ways. For example, they might make a six-block array of calculations next to a line of eleven counting blocks and then compare the differences.
The CGI philosophy is detailed in Mathematics of Children co-authored by Thomas Carpenter, Elizabeth Fennema, Megan Loef Franke, Linda Levi, and Susan Empson.
Video Cognitively Guided Instruction
References
- Notes
- Carpenter, T. P., Ansell, E., Franke, M. L., Fennema, E. & amp; Weisbeck, L. (1993). Problem solving model: A study of the process of problem solving of kindergarten children. Journal for Research in Mathematics Education, 24 (5), 427-440.
- Carpenters, T., Fennema, E., Franke, M., L. Levi, and S. Empson. Children's Maths, Second Edition: Cognitive Guided Instruction . Portsmouth, NH: Heinemann, 2014.
- Carpenter, T. P., Fennema, E., Franke, M., Levi, L. & amp; Empson, S. B. (2000). Cognitive Guided Instruction: Research-Based Professional Teacher Development Program for Mathematics. Research Report 03. Madison, WI: Wisconsin Center for Educational Research.
- Report on CGI effectivenss
Source of the article : Wikipedia
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