Implement cognitive apprenticeship in technical mathematics only after requiring lab attendance, training teachers in coaching, building teachers' technical knowledge, and allotting more lab time¶

Strategy · All strategies
Evidence · no claims cited

Description¶

Based on the formative evaluation of the quasi-experiment, the authors propose that the cognitive apprenticeship method "should be further explored after the following suggestions have been incorporated: (1) Student attendance at lab sessions should be required, (2) teachers need training in coaching and mentoring, (3) the technical knowledge of the mathematics teachers should be increased, and (4) more time should be allotted for the lab sessions." They further recommend the method be tested in other math-based classes in science and technology.

Design Implications¶

Context¶

Requirements¶

• Student attendance at lab sessions must be required
• Teachers need training in coaching and mentoring
• The technical knowledge of the mathematics teachers should be increased
• More time should be allotted for the lab sessions

Constraints¶

• The recommendations arise from a preliminary, exploratory study with a small sample at a single site, presented in a very tentative fashion

Target Learners¶

• community college vocational/technical students

Target Learning Goals¶

• problem solving and technical mathematics skill

Affordances¶

• Cognitive Apprenticeship Hybrid Model Six Strategies

Related Strategies¶

Examples¶

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Key Sources¶

• Johnson, Scott D.; Fischbach, Rita McDonough. (1992). Teaching Problem Solving and Technical Mathematics Through Cognitive Apprenticeship at the Community College Level. National Center for Research in Vocational Education. https://eric.ed.gov/?id=ED352455