Dissertations and Theses @ UNI
Availability
Open Access Thesis
Keywords
Word problems (Mathematics); Mathematics -- Study and teaching (Elementary); Academic theses;
Abstract
Professional development programs have the opportunity to engage educators with new knowledge and pedagogical implications. Cognitively Guided Instruction (CGI) is a teacher professional development program focused on elementary mathematics instruction (Carpenter, Fennema, Franke, Levi, & Empson, 1999). The program's foundation is based upon research of how students learn to solve basic addition, subtraction, multiplication, and division word problems. Using children's common solutions strategies, CGI leads to teaching practices that support children in generating their own meaningful problem-solving skills while naturally learning mathematics. The paper reviews the literature on CGI and examines the initial findings of interrater reliability of CG I-based word problem probes, which were created for this research project. The limitations and implications of this project will also be discussed.
Year of Submission
2010
Degree Name
Specialist in Education
Department
Department of Educational Psychology and Foundations
First Advisor
Barry J. Wilson
Date Original
2010
Object Description
1 PDF file (62 leaves)
Copyright
©2010 James Jackson Ploen
Language
en
File Format
application/pdf
Recommended Citation
Ploen, James Jackson, "Applying cognitively guided instruction through word problem probes" (2010). Dissertations and Theses @ UNI. 1181.
https://scholarworks.uni.edu/etd/1181
Comments
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