Examining Preservice Teachers’ Knowledge of Number and Operations Using Cognitively Guided Instruction

• In Event: Poster Session 19
  In Poster Session: Research on the Preparation of Mathematics Preservice Teachers for Diverse K-12 Classrooms

Abstract

This paper reports selected results from a study that examined 36 pre-service teachers knowledge of number and operations in the context of the Cognitively Guided Instruction (CGI) taxonomy of problems and student solutions. Using the CGI taxonomy as a framework, we analyzed pre-service teachers’ knowledge of problems and their ability to interpret students’ strategies. We found that while the pre-service teachers were most successful constructing the different CGI problems, they had difficulty recognizing the mathematical details embedded in the strategies the students used to solve the problems. Implications for teacher education are discussed.

Authors

• Leigh A. Van Den Kieboom, Marquette University

• Lara Geronime, Marquette University