Abstract
The purpose of the research was to study the effects of developing a particular pedagogy in numeracy with mainstream primary teachers. The specific focus was on determining change in teachers’ knowledge and beliefs and the implications this had on practice in supporting all learners in learning mathematics. The programme developed was Cognitively Guided Instruction (CGI) (Carpenter et al., 1999), a research-based programme developed over twenty years at the University of Wisconsin-Madison (Carpenter et al., 2000). CGI is recognised as an emerging and effective pedagogy in the United States. This study represents the first time that CGI has been developed with a group mainstream primary teachers in the UK.
| Language | English |
|---|---|
| Publication status | Published - Aug 2010 |
| Event | The European Conference on Educational research 2010 - Helsinki, Finland Duration: 23 Aug 2010 → 27 Jun 2011 |
Conference
| Conference | The European Conference on Educational research 2010 |
|---|---|
| Country | Finland |
| City | Helsinki |
| Period | 23/08/10 → 27/06/11 |
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Keywords
- primary education
- pedagogy
- numeracy
- primary teachers
- Cognitively Guided Instruction (CGI)
Cite this
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Developing teachers' pedagogical content knowledge to support the learning of all pupils : cognitively guided instruction as an inclusive pedagogy. / Moscardini, Lio.
2010. Paper presented at The European Conference on Educational research 2010, Helsinki, Finland.Research output: Contribution to conference › Paper
TY - CONF
T1 - Developing teachers' pedagogical content knowledge to support the learning of all pupils
T2 - cognitively guided instruction as an inclusive pedagogy
AU - Moscardini, Lio
PY - 2010/8
Y1 - 2010/8
N2 - This paper presents the findings of a study funded by the Esmée Fairbairn Foundation under the New Approaches to Learning strand, Grant Reference Number 08-3662. The purpose of the research was to study the effects of developing a particular pedagogy in numeracy with mainstream primary teachers. The specific focus was on determining change in teachers’ knowledge and beliefs and the implications this had on practice in supporting all learners in learning mathematics. The programme developed was Cognitively Guided Instruction (CGI) (Carpenter et al., 1999), a research-based programme developed over twenty years at the University of Wisconsin-Madison (Carpenter et al., 2000). CGI is recognised as an emerging and effective pedagogy in the United States. This study represents the first time that CGI has been developed with a group mainstream primary teachers in the UK.
AB - This paper presents the findings of a study funded by the Esmée Fairbairn Foundation under the New Approaches to Learning strand, Grant Reference Number 08-3662. The purpose of the research was to study the effects of developing a particular pedagogy in numeracy with mainstream primary teachers. The specific focus was on determining change in teachers’ knowledge and beliefs and the implications this had on practice in supporting all learners in learning mathematics. The programme developed was Cognitively Guided Instruction (CGI) (Carpenter et al., 1999), a research-based programme developed over twenty years at the University of Wisconsin-Madison (Carpenter et al., 2000). CGI is recognised as an emerging and effective pedagogy in the United States. This study represents the first time that CGI has been developed with a group mainstream primary teachers in the UK.
KW - primary education
KW - pedagogy
KW - numeracy
KW - primary teachers
KW - Cognitively Guided Instruction (CGI)
UR - http://www.eera.de/ecer-programmes/conference/ecer-2010/contribution/547/?no_cache=1&cHash=06a737e336
M3 - Paper
ER -