Effects of Cognitively Guided Instruction on Teacher-Created Opportunities for Student Engagement in Problem Solving

• In Event: Poster Session 6
  In Poster Session: Division K Section 8 Poster Session 3

Abstract

Cognitively Guided Instruction (CGI) is a professional-development (PD) program that provides teachers’ access to research-based knowledge of elementary arithmetic problem types and children’s developmental strategies for solving them. This study examined the effects of CGI PD on teachers’ instructional practices for engaging students in problem-solving using a randomized control trial design which included twenty-six treatment (CGI) and sixteen control (non-CGI) teachers from first and second grades. Treatment teachers attended week long CGI training workshop. Classroom instruction was video recorded and analyzed using mixed methods. Results show that CGI teachers were more likely than non-CGI teachers to provide opportunities for students to engage in mathematical problem-solving.

Author

• Uma Gadge, University of Miami