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The Effect of Cognitively Guided Instruction on Primary Students' Math Achievement, Problem-Solving Abilities and Teacher Questioning


Abstract 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 th... (more)
Created Date 2012
Contributor Medrano, Juan Candelario (Author) / Ann, Keith (Advisor) / David, Carlson L (Committee member) / Thomas, Heck (Committee member) / Reynaldo, Rivera (Committee member) / Arizona State University (Publisher)
Subject Mathematics education / Pedagogy / Elementary education / Cognitively Guided Instruction / critical thinking / multiple solution strategies / problem-solving / student-centered instruction / teacher-centered instruction
Type Doctoral Dissertation
Extent 162 pages
Language English
Copyright
Reuse Permissions All Rights Reserved
Note Ed.D. Educational Leadership and Policy Studies 2012
Collaborating Institutions Graduate College / ASU Library
Additional Formats MODS / OAI Dublin Core / RIS


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Description Dissertation/Thesis