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The Effect of Cognitively Guided Instruction on Students' Problem Solving Strategies and The Effect of Students' Use of Strategies on their Mathematics Achievement
| Title: | The Effect of Cognitively Guided Instruction on Students' Problem Solving Strategies and The Effect of Students' Use of Strategies on their Mathematics Achievement. |
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| Name(s): |
Sahin, Nesrin, Author Dixon, Juli, Committee Chair Haciomeroglu, Erhan, Committee Member Ortiz, Enrique, Committee Member Bai, Haiyan, Committee Member Schoen, Robert, Committee Member University of Central Florida, Degree Grantor |
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| Type of Resource: | text | |
| Date Issued: | 2015 | |
| Publisher: | University of Central Florida | |
| Language(s): | English | |
| Abstract/Description: | The purpose of this study was to investigate the effect of teachers attending Cognitively Guided Instruction (CGI) professional development on students' problem solving strategies and the effect of students' use of strategies on their mathematics achievement as measured by a standardized test. First, the study analyzed the differences in students' use of strategies between treatment and control groups. The treatment was CGI professional development, and the teachers in the treatment group attended CGI workshops whereas the teachers in the control group did not. Next, the study analyzed the differences in the mathematics achievement of students between different strategy groups. A student posttest, which was ITBS (Math Problems and Math Computation), was used to compare students' mathematics achievement. A student pretest was used as a covariate. The results of this study showed that there were statistically significant differences in the students' use of strategies between the treatment and control groups at the second grade level. A greater percentage of treatment students used derived facts / recall strategies (the most advanced strategy for single-digit addition and subtraction) than control students did. The results related to the effect of students' use of strategies on their mathematics achievement showed that the students who used derived facst/recall strategies for single-digit problems had significantly higher mathematics achievement than students who used counting or concrete modeling strategies. Furthermore, the students who used invented algorithms for multi-digit problems had significantly higher mathematics achievement than the students who used standard algorithms. | |
| Identifier: | CFE0005704 (IID), ucf:50137 (fedora) | |
| Note(s): |
2015-05-01 Ph.D. Education and Human Performance, Dean's Office EDUC Doctoral This record was generated from author submitted information. |
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| Subject(s): | Education -- CGI -- Cognitively guided instruction -- Elementary mathematics -- Mathematics instruction -- Professional development -- Problem solving strategies | |
| Persistent Link to This Record: | http://purl.flvc.org/ucf/fd/CFE0005704 | |
| Restrictions on Access: | campus 2016-05-15 | |
| Host Institution: | UCF |
