Developing equitable elementary classroom through teachers learning about children's mathematical thinking : cognitively guided instruction as an inclusive pedagogy

Moscardini, Lio (2014) Developing equitable elementary classroom through teachers learning about children's mathematical thinking : cognitively guided instruction as an inclusive pedagogy. Teaching and Teacher Education, 43. pp. 69-79. ISSN 0742-051X

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    Abstract

    This paper reports on a study carried out in Scotland which involved introducing the principles of Cognitively Guided Instruction (CGI) to 21 mainstream elementary teachers. It considers the effects of developing CGI in classrooms focussing on teacher learning and particularly their capacity to support all learners. The findings demonstrate teachers' awareness of their own learning and how increased understanding of children's mathematical thinking left them better placed to support all learners. The study highlights the importance of developing teachers' knowledge of children's mathematical thinking in order to promote inclusive practices with CGI providing a useful framework for this professional development.

    Creators(s): Moscardini, Lio ORCID logoORCID: https://orcid.org/0000-0002-4508-5621;
    Item type:Article
    ID code:49597
    Keywords:inclusive pedagogy , inclusive practice, children's mathematics, cognitively guided instruction (CGI), Education, Education
    Subjects:Education
    Department:Faculty of Humanities and Social Sciences (HaSS) > School of Education > Education
    Depositing user: Pure Administrator
    Date deposited:06 Oct 2014 10:05
    Last modified:30 May 2020 00:30
    Related URLs:
    URI:https://strathprints.strath.ac.uk/id/eprint/49597
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