Article Review
Cognitively guided instruction: A knowledge base for reform in primary
mathematics instruction
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| from http://sjournals.com |
From: Carpenter, T., Fennema, E., & Franke,
L. (1996). Cognition guided instruction: A knowledge base for reform in primary
mathematics instruction. The Elementary
School Journal, 97(1), 3-20.
This
article provides a study that suggests that the understanding of the way of
thinking of the students is important to the teachers. This gives the teachers
the understanding of the subject matter, curriculum and the process of
teaching. Teachers can use this information to interpret and change their
knowledge about mathematical thinking in students.
The
authors believe that students come to the school with a lot of information that
is usually informal and may be used to develop it into formal mathematics in
the primary school level. This information is usually informal and intuitive. The
authors argue that what is of more concern is to get the understanding of the
students thinking in order to reconceptualize the teachers’ knowledge
(Carpenter, Fennema, & Franke, 1996).
The
authors also acknowledge teaching to be an activity that must be done through
problem solving and that it cannot be understood simply by looking at the
activities engaged by the teachers during the teaching process. Therefore, the
understanding of the teacher’s knowledge is a basis for understanding the
teaching process, evaluating the level of competence and in shaping the mode of
teaching.
In order
for the teachers to understand the student’s thinking, they should consider the
five facets proposed by the authors. The first is to understand of the typical
understanding of the students. The other is to understand the student’s
learning process. The other is to know what the students consider hard or easy.
Teachers should also know the most common errors made by the students. Lastly, is
to know about the understanding of the particular student.
Research
has identified the two most important features of the knowledge of the learning
process of students. One of them is the students must understand the concepts
in the learning process rather than learn through routine. The other is to
connect mathematical concepts and theories with the experience obtained from
the use of concrete objects.
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