Cognitively Guided Instruction.

Autor/inn/en	Fennema, Elizabeth; und weitere
Institution	National Center for Research in Mathematical Sciences Education, Madison, WI.
Titel	Cognitively Guided Instruction.
Quelle	In: NCRMSE Research Review: The Teaching and Learning of Mathematics, 1 (1992) 2, S.5-9 (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Leitfaden; Unterricht; Lehrer; Cognitive Processes; Learning Theories; Longitudinal Studies; Mathematics Education; Mathematics Materials; Primary Education; Student Centered Curriculum; Teaching Methods; Theory Practice Relationship; Urban Schools + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Cognitive process; Kognitiver Prozess; Learning theory; Lerntheorie; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Mathematische Bildung; Mathematische Tafel; Primarbereich; Teaching method; Lehrmethode; Unterrichtsmethode; Theorie-Praxis-Beziehung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	This article discusses a primary level mathematics research program, Cognitively Guided Instruction (CGI), which investigates the impact of providing primary teachers with access to a structured, coherent body of knowledge about children's thinking in mathematics on teachers' knowledge and beliefs, their instruction, and their students' learning. In CGI classrooms students spend most of their time solving problems. Little work is focused explicitly on the mastering of counting, basic facts, or computational algorithms. The article discusses knowledge about children's thinking, what research has shown about CGI, teachers, children, successful implementation, and the longitudinal study of CGI in primary schools, including: development of educational materials, urban settings, and preservice education. The study finds there is a pervasive view held by teachers, students, and the public that equates with telling students what to learn and how to learn it rather than with guiding students' learning process. Changes in instructional practices must accompany changes in materials. (MKR)
Anmerkungen	National Center for Research in Mathematical Sciences Education, Wisconsin Center for Education Research, Madison, WI 53706.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC