Capstone Project Title
Karen L. Moroz
Elementary school mathematics instruction often moves quickly from one to one correspondence to algorithms and rote exercises, leaving students with procedural knowledge but lacking in number sense and problem solving skills. Teachers follow the required curriculum to ensure success on assessments but skip over important instructional time that leads to number sense and a deeper understanding. Bringing Cognitively Guided Instruction into the classroom will improve students’ problem solving skills while also strengthening their number sense. This project provides educators with a full unit of detailed lesson plans for the kindergarten classroom. It also includes an outline of another unit with in the curriculum, providing teachers with the opportunity to gather activities and problem solving prompts. The lessons incorporate required mathematic curriculum and Cognitively Guided Instruction with a goal of improved number sense and problem solving skill. The project, along side Chapters One to Four seak to answer the question: How can teachers use Cognitive Guided Instruction in conjunction with current required curriculum to better understand student thinking and therefore improve overall number sense and problem solving skill?
Curriculum, Grades/ Student Performance, Mathematics
Becker, Anna, "Combining Cognitively Guided Instruction With Required Mathematics Curriculum To Improve Overall Number Sense And Problem Solving Skill" (2021). School of Education Student Capstone Projects. 697.
School of Education Student Capstone Projects