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Author: Gavriela Ziu-Pires
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 90
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Book Description
In this thesis, the teacher's knowledge on the types of problems that exist in mathematics is discussed. Also, this thesis identifies the teacher's awareness on children's solution to the problems, as well as students' development of number concepts. In addition, the study proposes, based on data and research, the need for meaningful professional development that engages teachers in reassessing their knowledge of mathematics. This professional development will require teachers to reevaluate their knowledge by examining children's intuitive problem solving strategies. Also, teachers will need to examine the correlation between the intuitive process of problem solving in students, and the students' development of number concepts in a meaningful way. A questionnaire was developed to collect data from teachers in a Connecticut school. The questionnaire was administered in the winter, and it was anonymous. The questionnaire had a bubble system, and the answers were analyzed in a scale from 1 through 4, consecutively corresponding to strongly disagree, disagree, agree, and strongly agree. In this particular district, an student assessment is given three times a year in the primary grades for math and reading. For the purposes of the research, the winter assessment and the spring assessment were compared for two Kindergarten classes on one specific mathematical concept - quantity discrimination. The data was analyzed, and the researcher statistically determined the effect of a Cognitively Guided Instruction Program on the specific concept of quantity discrimination by comparing the mean scores of pre and post assessments for the experimental and control groups.
Author: Gavriela Ziu-Pires
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 90
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Book Description
In this thesis, the teacher's knowledge on the types of problems that exist in mathematics is discussed. Also, this thesis identifies the teacher's awareness on children's solution to the problems, as well as students' development of number concepts. In addition, the study proposes, based on data and research, the need for meaningful professional development that engages teachers in reassessing their knowledge of mathematics. This professional development will require teachers to reevaluate their knowledge by examining children's intuitive problem solving strategies. Also, teachers will need to examine the correlation between the intuitive process of problem solving in students, and the students' development of number concepts in a meaningful way. A questionnaire was developed to collect data from teachers in a Connecticut school. The questionnaire was administered in the winter, and it was anonymous. The questionnaire had a bubble system, and the answers were analyzed in a scale from 1 through 4, consecutively corresponding to strongly disagree, disagree, agree, and strongly agree. In this particular district, an student assessment is given three times a year in the primary grades for math and reading. For the purposes of the research, the winter assessment and the spring assessment were compared for two Kindergarten classes on one specific mathematical concept - quantity discrimination. The data was analyzed, and the researcher statistically determined the effect of a Cognitively Guided Instruction Program on the specific concept of quantity discrimination by comparing the mean scores of pre and post assessments for the experimental and control groups.
Author: Juan Medrano
Publisher:
ISBN:
Category : Cognitive learning
Languages : en
Pages : 154
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Book 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.
Author: Thomas P. Carpenter
Publisher: Heinemann Educational Books
ISBN: 9780325052878
Category : Education
Languages : en
Pages : 0
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Book Description
With a focus on children's mathematical thinking, this second edition adds new material on the mathematical principles underlying children's strategies, a new online video that illustrates student teacher interaction, and examines the relationship between CGI and the Common Core State Standards for Mathematics.
Author: Nesrin Sahin
Publisher:
ISBN:
Category :
Languages : en
Pages : 174
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Book Description
The results related to the effect of students' use of single-digit strategies on their mathematics achievement showed that second grade students who were in the derived facts / recall strategy group had significantly higher mathematics achievement than the students in the counting and concrete modeling strategy groups. For multi-digit strategies, the students in the invented algorithms group had significantly higher mathematics achievement than the students in the standard algorithm groups (lower standard algorithm and higher standard algorithm groups). The results of this study suggest that all students should be provided with sufficient opportunities and time to develop their own strategies, and teachers should facilitate their progression towards the use of more advanced student-invented strategies before teaching them the procedures of standard algorithms so that students have better mathematics achievement.
Author: Matthew Brandon Wilson
Publisher:
ISBN: 9781321100778
Category : Academic achievement
Languages : en
Pages : 170
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Book Description
The purpose of this quantitative study is to gain an understanding of the powerful instructional potential of combining the practice of looping, Cognitively Guided Instruction (CGI) professional development strategies, and the impact these practices have in addition to ethnicity in elementary education. The study focused on research questions pertaining to student's Measure of Academic Progress (MAP) scores and the implementation of looping, CGI strategies, and how ethnicity impacted student achievement. This study emphasizes two types of statistical tests to determine how significant CGI and looping practices impacted growth in mathematics on the MAP test for different ethnic groups. A Chi-Square statistic was used not to support that the hypothesis is correct, but rather to determine if there is an association between the different groups from each variable category (e.g., looping, CGI training, and ethnicity). A logistic regression was used to determine the odds ratio (or probability) of the response variable (MAP growth) occurring with a combination of explanatory variables (e.g. looping, CGI training, and ethnicity). The population established in this study was all students in grades K -- 5 that were representative of a stable history in the school district. A sample of the population was finalized at 1,103 students, and this number of K -- 5 students represented a consistent and stable presence in the school district over the past three years. The results of the statistical analysis suggest CGI is significant with helping students achieve growth in mathematics on the MAP test---especially with Hispanic students.
Author: Zheng, Robert Z.
Publisher: IGI Global
ISBN: 1605661597
Category : Business & Economics
Languages : en
Pages : 440
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Book Description
"This book identifies the role and function of multimedia in learning through a collection of research studies focusing on cognitive functionality"--Provided by publisher.
Author: Robert Walters
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
This study investigated the effectiveness of combining the Backward Design model and Cognitively Guided Instruction (CGI) in elementary school mathematics classrooms. The study employs a case study model of four Grade 3 Elementary teachers at two different schools and the impact this intervention has on teachers' mathematics teaching practices and student performance in this area. This intervention utilizes Wiggins and McTighe's (2005) Backward Design model as a framework to plan, teach, and assess a unit on multiplication, while embedding Carpenter et al.'s (2014) CGI to examine its effectiveness in improving teacher practice and student performance and achievement in elementary mathematics. The findings of this study demonstrate that the delivery of this intervention through professional development can be effective, provided that teachers dedicate adequate time, support, and resources to the implementation of the intervention. Moreover, upon successful implementation of this intervention, the findings of this study suggest: (1) teacher perception of improved student performance; (2) increased student engagement in mathematics; (3) changed teacher practices that include more diverse activities and assessment measures; (4) increased teachers' knowledge, both pedagogically and in the mathematics content area; and (5) that using the intervention and teaching grade 3 students computational skills through problem-solving questions is a more effective means to teaching students each skill separately.
Author: Sally Ann Sloan
Publisher:
ISBN:
Category :
Languages : en
Pages : 378
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Book Description
Author: Michael J. Albers
Publisher: Routledge
ISBN: 1135637512
Category : Art
Languages : en
Pages : 381
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Book Description
This volume explores the issue of content in the design and presentation of information in technical communication contexts. It is intended for technical commmunication & info design scholars, students, and practitioners.
Author: Greg Ashman
Publisher: Sage Publications UK
ISBN: 1529609984
Category : Education
Languages : en
Pages : 89
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Book Description
Cognitive load theory is a vital model for understanding how school students learn, but it’s often misunderstood and difficult to use effectively in the classroom. Greg Ashman guides you through the details with a clear jargon-free focus on how an understanding of cognitive load theory can enhance your teaching. The Little Guide for Teachers series is little in size but BIG on all the support and inspiration you need to navigate your day-to-day life as a teacher. Authored by experts in the field Easy to dip in-and-out of Interactive activities encourage you to write into the book and make it your own Read in an afternoon or take as long as you like with it!
