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Effects of a cognitively guided instruction: teacher's knowledge for instruction, and students' learning in mathematics

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Identifier	Thesis 2227
Author	Ziu-Pires, Gavriela
Title	Effects of a cognitively guided instruction: teacher's knowledge for instruction, and students' learning in mathematics
Publisher	Central Connecticut State University
Date	2012
Resource Type	Master's Thesis
Notes	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
Subject	Mathematics -- Study and teaching (Elementary)
Department	Department of Mathematical Sciences
Advisor	Halloran, Philip P
Type	Text
Digital Format	application/pdf
Language	eng
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Effects of a cognitively guided instruction: teacher's knowledge for instruction, and students' learning in mathematics

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