A Living Metaphor of Differentiation: A Meta-Ethnography of Cognitively Guided Instruction in the Elementary Classroom

Autor/inn/en	Baker, Katherine; Harter, Meghan Evelynne
Titel	A Living Metaphor of Differentiation: A Meta-Ethnography of Cognitively Guided Instruction in the Elementary Classroom
Quelle	In: Journal of Mathematics Education at Teachers College, 6 (2015) 2, S.27-35 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2156-1400
Schlagwörter	Elementary Education; Elementary School Mathematics; Figurative Language; Ethnography; Scaffolding (Teaching Technique); Mathematics Education; Mathematics Instruction; Thinking Skills; Mathematical Logic; Elementary School Teachers; Mathematical Concepts; Elementary School Students; Individualized Instruction; Mathematics Skills; Alternative Assessment; Mixed Methods Research + Suchen Sie Ihr Suchwort? Elementarunterricht; Elementare Mathematik; Schulmathematik; Ethnografie; Mathematische Bildung; Mathematics lessons; Mathematikunterricht; Denkfähigkeit; Mathematical logics; Mathematische Logik; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Individualisierender Unterricht; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz
Abstract	This meta-ethnography explores qualitative studies around the Cognitively Guided Instruction (CGI) framework of mathematics and illustrates how CGI epitomizes differentiation. The meta-ethnographic process is used to synthesize CGI as differentiation, specifically within the elementary mathematics classroom. Thomas P. Carpenter is credited as one of the foundational researchers of this instructional model, along with his team of Fennema, Franke, Levi, and Empson. Six qualitative pieces from this author group are synthesized to create a reciprocal translation, described by Noblit and Hare (1988) as a generation of a metaphor across similar studies. In this case, the pieces work together to form a metaphor of differentiation across the themes of student-centered pacing, alternative forms of assessment and teacher scaffolding. (As Provided).
Anmerkungen	Program in Mathematics and Education, Teachers College, Columbia University. 525 West 120th Street Box 210-M, New York, NY 10027. Web site: http://www.tc.columbia.edu/jmetc
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01