A CGI Case Study Analyzing Montessori Math Effectiveness

Cognitively Guided Instruction is pushed as a viable method to evaluate student understanding. In a particular Montessori environment, this process revealed much about the thinking processes of students leaving the Montessori program and entering a direct instruction classroom. This paper shows in-depth examples of CGI in practice, both for research purposes and exposure to teachers unfamiliar with the tool. Further, a discussion develops about how students rely on old methods versus learning new methods, including using picture drawings; some conclusions are drawn after some qualitative evidence is given pertaining learning third and fourth grade mathematics topics.