원문정보
초록
영어
The aim of this paper is to review the literature on cognitively guided instruction (CGI) for early mathematics to determine how a CGI classroom embodies constructivist teaching-learning principles. A key philosophy of CGI is that teaching must be based on an understanding of each learner’s development of mathematical thinking. CGI also emphasizes contextualization in problem solving, promoting learners’ development of mathematical thinking by allowing them to share their thoughts with peers and teachers and solve problems in their own ways. These aspects of CGI correspond to constructivist teaching-learning principles. Therefore, we conclude that CGI may provide appropriate guidelines for developing constructivist teaching and learning practices for mathematics education among young children.
목차
1. Introduction
2. Background
2.1. Mathematics Education for Young Children
2.2. Constructivist Teaching-Learning Principles
2.3. Cognitively Guided Instruction
2.4. Previous Research on CGI
3. Constructivist Teaching-Learning Principles and Instruction in the CGI Classroom
4. Conclusion
References