Cognitively Guided Instruction Additional Resources and Reading

Additional Online Resources: – UCLAMP provides professional development programs that give K-12 teachers of mathematics the opportunity to deepen their mathematical knowledge, to enhance and expand their teaching strategies and to develop their leadership capabilities. UCLAMP provides a wide range of services that utilize university resources to enrich mathematics teaching in today’s urban schools. Programs are offered throughout the year. Cognitively Guided Instruction (CGI), based upon 20 years of research, has helped teachers to map out how basic number skills develop in the early grades. CGI helps teachers understand how children’s mathematical ideas develop and provides an opportunity to build on their own thinking. – Teachers Development Group is a national center for the development and implementation of CGI professional development, which is designed to enhance teacher’s ability to teach math for understanding by increasing teachers’ understanding of children’s mathematical thinking. Linda Levi, co-author of the CGI books for teachers and member of the CGI research and development teach, directs this work. – Program overview of CGI developed by education researchers Thomas Carpenter, Elizabeth Fennema, Penelope Peterson, Megan Loef Frank, and Linda Levi, CGI is guided by two major theses. The first is that children bring an intuitive knowledge of mathematics to school with them and that this knowledge should serve as the basis for development formal mathematics instruction in primary school. This thesis leads to an emphasis on assessing the processes that students use to solve problems. The second thesis is that math instruction should be based on the relationship between computational skill and problem solving, which leads to an emphasis on problem solving in the classroom instead of the repetition of number facts (e.g., practicing the rules of addition and subtraction).

Recommended Reading: Books

Boaler, Jo.  Mathematical Mindsets: Unleashing Students’ Potential through Creative Math, Inspiring Messages and Innovative Teaching. San Francisco, California.  Josey-Bass, 2016.

Carpenter, Thomas P., Elizabeth Fennema, Megan Loef Franke, Linda Levi and Susan B. Empson.  Children’s Mathematics, Second Edition: Cognitively Guided Instruction.  Portsmouth, NH.  Heinemann, 2015.

Carpenter, Thomas P., Megan Loef Franke, Linda Levi.  Thinking Mathematically: Integrating Arithmetic & Algebra in Elementary School.  Portsmouth, NH.  Heinemann, 2003.

Empson, Susan B., Linda Levi.  Extending Children’s Mathematics, 3rd Edition: Fractions & Decimals: Innovations in Cognitively Guided Instruction.  Portsmouth, NH.  Heinemann, 2011.

Humphreys, Cathy., Ruth Parker.  Making Number Talks Matter: Developing Mathematical Practices and Deepening Understanding.  Portland, ME.  Stenhouse Publishers, 2015.

Kazemi, Elham, Allison Hintz.  Intentional Talk: How to Structure and Lead Productive Mathematical Discussions.  Portland, ME.  Stenhouse Publishers, 2014.

Smith, Margaret S., Mary Kay Stein.  5 Practices for Orchestrating Productive Mathematics Discussions.  Reston, VA.  NCTM – National Council of Teachers of Mathematics, Inc. 2011.

Zager, Tracy Johnston. Becoming the Math Teacher You Wish You’d Had: ideas and Strategies from Vibrant Classrooms.  Portland, ME.  Stenhouse Publishers, 2017.