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ERIC Number: EJ1106203
Record Type: Journal
Publication Date: 2015
Pages: 9
Abstractor: As Provided
ISSN: EISSN-2156-1400
A Living Metaphor of Differentiation: A Meta-Ethnography of Cognitively Guided Instruction in the Elementary Classroom
Baker, Katherine; Harter, Meghan Evelynne
Journal of Mathematics Education at Teachers College, v6 n2 p27-35 Fall 2015
This meta-ethnography explores qualitative studies around the Cognitively Guided Instruction (CGI) framework of mathematics and illustrates how CGI epitomizes differentiation. The meta-ethnographic process is used to synthesize CGI as differentiation, specifically within the elementary mathematics classroom. Thomas P. Carpenter is credited as one of the foundational researchers of this instructional model, along with his team of Fennema, Franke, Levi, and Empson. Six qualitative pieces from this author group are synthesized to create a reciprocal translation, described by Noblit and Hare (1988) as a generation of a metaphor across similar studies. In this case, the pieces work together to form a metaphor of differentiation across the themes of student-centered pacing, alternative forms of assessment and teacher scaffolding.
Program in Mathematics and Education, Teachers College, Columbia University. 525 West 120th Street Box 210-M, New York, NY 10027. Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A