A Critical Lens on Cognitively Guided Instruction: Perspectives from Mathematics Teacher Educators of Color

Author:
Luz A. Maldonado Rodríguez Texas State University

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Naomi Jessup Georgia State University

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Marrielle Myers Kennesaw State University

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Nicole Louie University of Wisconsin–Madison

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Theodore Chao The Ohio State University

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Volume/Issue:
Volume 10: Issue 3
Page(s):
191–203
DOI:
https://doi.org/10.5951/MTE.2020.0015
Restricted access
NCTM members GET ACCESS here
Subjects:
Grade(s) or Audience, Grades PK-2, Grades 3-5, Higher Education, Math Topic, Number, Whole, Other Topic, Equity, Professional Development / Teacher Training
Keywords:
EAE; Teacher education; Children’s mathematical thinking

Elementary mathematics teacher education often draws on research-based frameworks that center children as mathematical thinkers, grounding teaching in children’s mathematical strategies and ideas and as a means to attend to equity in mathematics teaching and learning. In this conceptual article, a group of critical mathematics teacher educators of color reflect on the boundaries of Cognitively Guided Instruction (CGI) as a research-based mathematical instructional framework advancing equity through a sociopolitical perspective of mathematics instruction connected to race, power, and identity. We specifically discuss CGI along the dominant and critical approaches to equity outlined by Gutiérrez’s (2007, 2009) framework. We present strategies used to extend our work with CGI and call for the field to continue critical conversations of examining mathematical instructional frameworks as we center equity and criticality.

Footnotes

Guest Editor: Jeff Shih, University of Nevada, Las Vegas

Contributor Notes

Luz A. Maldonado Rodríguez, Texas State University

Naomi Jessup, Georgia State University

Marrielle Myers, Kennesaw State University

Nicole Louie, University of Wisconsin–Madison

Theodore Chao, The Ohio State University

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Copyright:
The National Council of Teachers of Mathematics, Inc. All rights reserved. 2022
Page Count:
13
Article Category:
Research Article
Print Publication Date:
01 Jun 2022
Online Publication Date:
01 Jun 2022
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