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| Journal for Research in… | 4 |
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| Cramer, Kathleen A. | 1 |
| Franke, Megan Loef | 1 |
| Jones, Graham A. | 1 |
| Knapp, Nancy F. | 1 |
| Lehrer, Richard | 1 |
| Peterson, Penelope L. | 1 |
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| Journal Articles | 4 |
| Reports - Research | 4 |
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Peer reviewedKnapp, Nancy F.; Peterson, Penelope L. – Journal for Research in Mathematics Education, 1995
Interviews with (n=20) primary teachers, who had participated in inservice workshops on Cognitively Guided Instruction (CGI), revealed three patterns of CGI use--as mainstay, as supplement, and decreasingly--which seemed related to their beliefs about mathematics, learning, and CGI itself. (40 references) (MKR)
Descriptors: Cognitive Structures, Cognitive Style, Elementary Education, Elementary School Teachers
Peer reviewedCramer, Kathleen A.; And Others – Journal for Research in Mathematics Education, 1989
This aptitude-treatment interaction study explored the relationship between cognitive restructuring ability and treatments varying in the amounts of teacher guidance on tasks with fractions. An interaction was found between cognitive restructuring ability and levels of teacher guidance for items having continuous perceptual distracters. (MNS)
Descriptors: Aptitude Treatment Interaction, Cognitive Structures, Concept Formation, Elementary Education
Peer reviewedJones, Graham A.; And Others – Journal for Research in Mathematics Education, 1996
Validates a framework for assessing children's thinking in multidigit number situations and uses the framework to evaluate instructional programs. Key constructs--counting, partitioning, grouping, and number relationships--appear stable within each of 5 levels across 12 case studies, suggesting a possible hierarchy of thinking. (DF)
Descriptors: Case Studies, Cognitive Structures, Elementary School Students, Grade 1
Peer reviewedLehrer, Richard; Franke, Megan Loef – Journal for Research in Mathematics Education, 1992
Reports case studies using personal construct psychology and the logic of fuzzy sets to elucidate the content and organization of two elementary school teachers' knowledge of fractions and mathematical pedagogy. Results identified four personal constructions that affected classroom events; knowledge of fractions, general pedagogical knowledge,…
Descriptors: Beliefs, Case Studies, Cognitive Structures, Cognitive Style
