Cognitively Guided Instruction: A Research-Based Teacher Professional Development Program for Elementary School Mathematics. Research Report.

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Learning to Question: Categories of Questioning Used by Preservice Teachers During Diagnostic Mathematics Interviews (2002, background): “Much of the research on questioning techniques provides evidence of the types of questions used by classroom teachers (Buschman, 2001; Carpenter et al., 1999, 2000; Mewborn & Huberty, 1999).”
The Association between Teachers' Beliefs, Enacted Practices, and Student Learning in Mathematics (2015, background): “Approaches such as looking at student work and examining the interplay between teaching and learning has led to shifts towards more learner-centered beliefs and practices (Carpenter et al., 1996; Carpenter et al., 2000; Polly, 2006).”
“Am I Doing Enough?” Special Educators’ Experiences with Emergency Remote Teaching in Spring 2020 (2020, methodology): “Prior to participating in the current investigation, Belen and Rose had participated in a research project regarding mathematics teaching with students with disabilities with the second author and were both active participants in ongoing professional development on Cognitively Guided Instruction (CG”