The Effect of Cognitively Guided Instruction for Math in Enhancing Math Performance in USA Schools - Report Example

The effect of Cognitively Guided Instruction for Math in Enhancing Math Performance in USA Schools Grade (Feb. 10th, 2015) The effect of Cognitively Guided Instruction for Math in Enhancing Math Performance in USA Schools What is the concern or problem that you believe needs a solution? Specifically, what do you want to know more about? The concern and major problem that needs to be investigated is how effective the Cognitively Guided Instruction for Math model is, in enhancing the performance of students in math. Therefore, the research will focus on establishing whether the techniques applied under Cognitively Guided Instruction for Math are effective in assisting students improve their performance in math. Thus, the research will center on establishing the strategies and techniques applied to teach mathematics under the Cognitively Guided Instruction for Math. Additionally, the research will focus on establishing the main objectives of Cognitively Guided Instruction for Math and how they are measured. The research will also seek to establish the instructional methods that are applied under the Cognitively Guided Instruction for Math, while also trying to establish how such instructional methods favor both the students and teachers in their implementation. According to the National Center for Improving Student Learning & Achievement (NCISLA), Cognitively Guided Instruction is focused on the development of students’ mathematical thinking, the instructions that influence the mathematical thinking and the knowledge and beliefs of the teachers that influences the instructional practices applicable (Carpenter, et al., 2000). Therefore, the research will mainly focus on the suitability of the instructional practices applied under the Cognitively Guided Instruction, and how they are suitably placed to develop the way students think mathematically. In addition, the ease and effectiveness with which the teachers apply the instructional practices required under the Cognitively Guided Instruction will be a subject for study, in order to determine how effective the model is, not only in assisting the students, but also in motivating the teachers. What evidence do you have that this is a problem that needs investigating? The effectiveness of the Cognitively Guided Instruction for Math is a problem worth investigating; owing to the fact that math is one of the most poorly performed subjects in the USA. According to a NAEP 2011 report, 60% of eighth-graders had a score of below proficient in math. Additionally, when assessed against students from 27 developed countries in 2012, USA students ranked position 25 (Npr.org., 2013). Further statistics have also indicated that among the USA students, 7% have a mathematical disability, while 10% more have demonstrated consistent low achievement in math, despite the fact that such students are proficient in the other subjects (Geary, 2011). Therefore, the results of such researches have indicated that the problem of low math performance among the USA students is not caused by a low level of intelligence. 40% of the students in the USA have demonstrated poor performance that is only specific to mathematics, most especially arising from the delays in learning the mathematical procedures (Geary, 2011). In this respect, interventions that target the cognitive aspect of mathematics in USA students can be highly effective in assisting the students overcome their weakness in math performance. This is simply because the low achievement in mathematics has been attributed to the instructional methodologies applied in teaching math in the USA, as opposed to the inability of the students to perform adequately in this subject. Therefore, there is a need to investigate the effectiveness of Cognitively Guided Instruction for Math; owing to the fact this teaching model is a cognitive-based instructional method, thus very relevant in devising instructional methods that can overcome the cognitive challenges associated with math for the USA students. What information is missing in the current body of knowledge? The fact that poor performance in math in the USA schools is a major problem cannot be overemphasized. However, despite the existing knowledge that there has been poor performance in mathematics among the highest percentage of the USA students, little has been done to address this problem. Therefore, the existing information gap, related to the problem of poor mathematics performance, is information on the most suitable instructional methods that are applicable in overcoming the poor performance of math for students. The level of intelligence and proficiency of students in the rest of the subjects has averaged high, but the average math performance has always been low. In fact, studies have indicated that in the USA, only 10% of the abstract performing students do well in mathematics (Npr.org., 2013). The rest 90% of the students who learn well through demonstration and application of situations to real life, do not perform well in mathematics. This simply means that the demonstrational and instructional methods that are applied in teaching mathematics do not serve the non-abstract learning students well. Consequently, there is an information gap regarding what should be the most suitable instructional methods for teaching mathematics in the USA schools. Thus, the study seeks to evaluate the appropriateness of the instructional methods applied under the Cognitively Guided Instruction for Math, to establish whether they are effective in enhancing student’s performance in math. Why is this topic important? The topic is important because it will define whether the instructional methods applied under the Cognitively Guided Instruction for Math are appropriate for enhancing the performance of mathematics for students. Additionally, the results of the study on this topic will help define the suitability of the instructional methods applied under the model for motivating teachers to deliver. Finally, the results of the study on this topic will help define if the Cognitively Guided Instruction for Math is a suitable model for adoption by schools, to teach mathematics to their students. How will your research project provide information for professional practice? The research project on the effectiveness of Cognitively Guided Instruction for Math will provide invaluable information for professional practice, through establishing the appropriateness of different instructional methods for teaching mathematics to students. Through determining whether the instructional methods applied under this model are effective, the research project will help the professional practice to either decide to apply the methods or seek alternative ones. Further, the research project will also create insights regarding why certain instructional methods are more appropriate than others in teaching math to students. This way, the professional practice can develop parallel or alternative instructional methods to help in improving the performance of students in math. Further, the research project will make findings regarding the challenges associated with the implementation of the Cognitively Guided Instruction for Math as a method of teaching math. This way, the professional practice can devise the appropriate measures for overcoming these challenges, if the model is to be adapted for teaching math to students. How do you know your study is feasible? The research project is feasible, due to the fact that it will seek to establish the appropriateness of a teaching model that has already been implemented in different schools. This simply means that there will be little problems in collecting the necessary data to be used for analysis in this research. Additionally, the model of teaching math under study in this research project is sponsored by the National Center for Improving Student Learning & Achievement (NCISLA). This, therefore means that I will have access to sufficient data and information regarding the program from this organization. The data collected in the field from different schools will be analyzed alongside the one collected from the NCISLA. This way, the possible biases in the data collected from the field will be lowered. Do you have the skills required to carry out an action research on this topic? If not, how would you gain those? I possess the basic skills of undertaking research studies, which means that the skills will be very useful in this research project. However, I intend to learn more on the different skills of conducting an action research, so that I will be adequately equipped with the relevant skills to accomplish the study with minimal hitches. References Carpenter , T. et al. (2000). Cognitively Guided Instruction: A Research-Based Teacher Professional Development Program for Elementary School Mathematics. National Center for Improving Student Learning & Achievement. Geary, D. C. (2011). Consequences, Characteristics, and Causes of Mathematical Learning Disabilities and Persistent Low Achievement in Mathematics. Journal of Developmental & Behavioral Pediatrics 32(3), 250–263. Npr.org. (2013). U.S. Students Slide in Global Ranking On Math, Reading, Science. National Public Radio. Read More