The traditional format of mathematics instruction has not succeeded in providing the skills students need to work cooperatively to solve problems in industry. New models of instruction have been proposed to resolve this deficiency. Schoenfeld has used a technique that incorporates coaching, modeling, and fading strategies with college-level students. Treisman has improved minority student performance in calculus using a model based on collaborative problem solving. A hybrid model called cognitive apprenticeship merges the coaching-modeling-fading components of Schoenfeld's model and Treisman's collaborative workshop model to enable students to become better problem solvers while working together as members of a community of learners. Cognitive apprenticeship instruction was tested in community college industrial technology classes: two instructors each taught a traditional and an experimental technical mathematics class. Quantitative data from indicated students in the cognitive apprenticeship group scored slightly better than the control group on a problem-solving exam and the final exam, although not significantly. The scores of the cognitive apprenticeship students on a standardized exam were slightly lower than the control group, but not significantly. Two recommendations were proposed based on the results of the study: first, to explore the model further after certain suggestions were incorporated and second, to test it in other math-based classes. (Contains 61 references.) (YLB)