Cognitively Guided Mathematics Instruction (CGI)
The driving principle of Cognitively Guided Instruction is contained within the name: the cognition of the learner guides the teacher’s instruction.
To be guided by a student’s cognition, the teacher must understand and respect the student’s mathematical thinking. The teacher must also thoroughly understand the mathematics that s/he is expected to teach. This understanding of both the learner’s thinking and the content enables the teacher to differentiate instruction.
With content competence, the CGI teacher knows how to appropriately adapt a lesson for a student who is struggling and extend a lesson for students who will benefit from challenge. Consequently, CGI aligns perfectly with the DPI’s current Response to Intervention (RTI) mandate.
However, CGI is more than a teaching approach; it is a philosophy – a philosophy that embodies the belief that all children, all learners, possess the ability to think mathematically (Carpenter et al., 1998).
Relevant CGI Materials