Thesis
The effects of developing an investigative approach to arithmetical learning within classrooms for pupils with moderate learning difficulties : translating cognitively guided instruction into practice
- Creator
- Rights statement
- Awarding institution
- University of Strathclyde
- Date of award
- 2007
- Thesis identifier
- T11824
- Qualification Level
- Qualification Name
- Department, School or Faculty
- Abstract
- Pupils with moderate learning difficulties (MLD) are the largest group of learners with additional support needs within the educational system. Within the current agenda of inclusion and drive towards ensuring that all pupils are actively engaged in their learning it would seem to be a matter of equity that the potential of this group of learners should be fully realised. The study considered the extent to which this aim is being achieved within the context of learning mathematics with understanding. For the first time in the UK, the principles of Cognitively Guided Instruction (CGI), an emerging pedagogy underpinned by a constructivist philosophy, were introduced to a group of teachers who then developed this practice within their classrooms. The study sought to determine the effects of this intervention from the perspective of the teachers as well as the pupils. The study was designed over three phases using a qualitative approach. Teachers’ knowledge and beliefs about arithmetical learning and teaching of pupils with moderate learning difficulties were determined pre- and post-intervention. The study was carried out across three schools for primary aged children with moderate learning difficulties. The sample group consisted of twelve teachers and twenty-four pupils. Initial interviews showed that teachers’ knowledge of children’s arithmetical thinking was largely fragmented and intuitive. Teachers generally held low expectations of the pupils. Post intervention interviews showed that the teachers had underestimated pupils’ potential. Teachers considered CGI as a valuable vehicle for continuing professional development. The sample group of pupils demonstrated the full range of strategy use outlined within the CGI frameworks. The results were encouraging in showing that the sample group of pupils with moderate learning difficulties was able to develop their understanding of mathematical concepts through actively engaging in word problems without prior explicit instruction and with minimal teacher adjustments. The study recognises that the findings are not readily generalisable to the wider MLD population and further research is required to determine the extent to which CGI might function as a pedagogy for inclusion within mainstream settings.
- Advisor / supervisor
- Baldry, Heather
- Maclellan, Effie
- Resource Type
- DOI
- EThOS ID
- uk.bl.ethos.442025
- Embargo Note