Document Type

Conference Paper

Publication Date


Published In

Proceedings of the 33rd Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education


Content-specific cognitively guided instruction (CGI) professional development programs have been shown to lead to positive changes in instruction in the elementary grades. This paper presents the results of a study that investigates how teachers use new knowledge gained from a CGI professional development workshop, on proportional reasoning in the middle grades, to inform their instructional decisions. Four teachers’ instruction and their rationales for their instructional decisions were examined before and after the workshop intervention. All four teachers’ instruction changed to become more cognitively guided.


© Jessica A. de la Cruz. Reproduced with permission.