Cognitively Guided Instruction (CGI): Whats the Point? A Look into CGI and CGI’s Potential Role in an 8th Grade Mathematics Class

Author

Bryan C. Anderson

Date of Award

8-2012

Document Type

Thesis

Department

Mathematics

First Advisor

Glen Richgels

Abstract

This study examined the current research that exists on Cognitively Guided Instruction (CGI) and how it would look when implemented into an 8th grade mathematics classroom. Additional questions examined are if CGI would develop strong student understanding between mathematical concepts and their real world applications; if CGI techniques and questioning impact the interest level of mathematics students; and what type of extra resources would be needed by teachers to implement Cognitively Guided Instruction into their curriculum. Although much of the CGI research has been done on elementary students, by also examining key algebra practices the author was able to synthesize what a Cognitively Guided Instructional classroom would look like in an 8th grade setting. CGI was found to positively impact the interest level of students; with real world application as a motivator. Because students are engaged with the problems, they are able to establish connections between their own knowledge and the concepts being presented. These connections lead to stronger understanding of the mathematical procedures and produce deeper understanding.

Recommended Citation

Anderson, Bryan C., "Cognitively Guided Instruction (CGI): Whats the Point? A Look into CGI and CGI’s Potential Role in an 8th Grade Mathematics Class" (2012). Mathematics Graduate Theses. 3.
https://pines.bemidjistate.edu/thesis-math/3