NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ781041
Record Type: Journal
Publication Date: 2007-Nov
Pages: 6
Abstractor: Author
Reference Count: 6
ISBN: N/A
ISSN: ISSN-1073-5836
Preparing for Problem Solving
Holden, Becky
Teaching Children Mathematics, v14 n5 p290-295 Dec 2007
Seeking more effective mathematics instruction, this author decided to incorporate Cognitively Guided Instruction (CGI) into first-grade classroom lessons. Students in CGI mathematics classrooms are prompted to use their prior knowledge to solve new problems, establish cognitive structures to which new learning can be connected, and be driven by student inquiry. These strategies include: (1) direct modeling (physically representing the numbers), counting strategy (representing the action in the problem by physically keeping track of the number of groups and counting up the number in each group using skip counting); (2) derived fact (no longer modeling the action in the problem but making use of what the student already knows about facts); and (3) recalled fact (knowing the fact without needing to represent the action). (Contains 6 figures.)
National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191-1502. Tel: 800-235-7566; Tel: 703-620-3702; Fax: 703-476-2970; e-mail: orders@nctm.org; Web site: http://www.nctm.org/publications/
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education; Grade 1
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A