Date of Award
12-2023
Document Type
Action Research Project
Degree Name
Master of Arts in Education
Department
Education, Montessori
First Advisor
Quinn Moncada
Department/School
Education
Abstract
The purpose of this research was to analyze the impact of an inquiry-based word problem-solving framework, known as Cognitively Guided Instruction (CGI), on students’ mathematical mindsets in an early elementary Montessori classroom. Students received one word problem-solving lesson per week over a six-week period. Students completed a pre-intervention and post-intervention mathematical mindset rubric, as well as CGI assessment. Both qualitative and quantitative results show that students had an increase in their variety of word problem-solving strategies, were able to solve word problems more accurately, and showed increased levels in self-efficacy, perception, and affinity towards math. Based on these results, CGI could be utilized as a supplementary instructional method to build students’ mathematical mindsets and word problem-solving skills in Montessori classrooms. Further research is needed to know if these results hold true for other student populations.
Recommended Citation
Keller, Christina. (2023). The Impact of Cognitively Guided Instruction on Students’ Mathematical Mindsets. Retrieved from Sophia, the St. Catherine University repository website: https://sophia.stkate.edu/maed/535