“CGI supports student inquiry through exploration.”

CGI is a powerful framework to help teachers understand the mathematical reasoning of their students.  Our teachers were surprised by what their students could do on their own, and CGI better equipped them to scaffold and differentiate instruction.  The process aligns perfectly with the recommendation of the National Council of Teacher of Mathematics for instructional practices.  Most importantly, CGI is fun for students.  Rather than follow step by step instruction, CGI supports student inquiry through exploration.  

Matt Clark, Director of Instructional Services, Lake Dallas Independent School District, Lake Dallas, Texas

 

“CGI has helped me inspire my students to think, make connections and gain better understanding of the concepts they are learning.”

Through my work with CGI, I am able to support my students to engage with math problem solving in their own ways which is helping them gain a deeper understanding of the concepts and practices in the Mathematics Florida Standards.  The same CGI skills used in solving math problems are very effective in reading, writing, science, social studies and STEAM.  I know now, that students are coming to our classrooms with a wealth of knowledge in all subjects, it’s up to us teachers to decide how we want to utilize that knowledge for the benefit of ALL that we teach.

Amon Rwito, Elementary School Teacher, Leon County School District, Talahasee, Florida

 

“I am forever grateful that my sons had CGI Math in elementary school.” 

They developed the critical thinking skills and solid understanding of mathematical concepts that helped them excel when they entered middle school and high school. Traditional math instruction would not have given them the insight and confidence that they got from CGI Math, and it has positioned them well as they've pursued higher levels of math. They know learning isn't about memorizing facts but rather it's about understanding the concepts, not only in math, but in all subjects.

Lynne Yao, Silver Spring, Maryland

“CGI Professional Development has been like math therapy”

The impact of CGI Professional Development on my life is of such magnitude that I define my relationship with mathematics in terms of BCGI or ACGI (before CGI/after CGI).  By middle school, math became hard for me to understand and by high school I struggled to complete the required math classes and from then on, I avoided math and defined myself as “not a math person”. When I became a teacher,  I knew I had to improve my understanding of and relationship with math in order be the math teacher I wanted my students to have. 

CGI professional development has been like math therapy, it has allowed me to create a new relationship with mathematics both as a learner and as an educator. It has helped me develop a deeper understanding of mathematical ideas and relationships I teach. It has helped me better understand how we learn math through learning progressions and how these relate to one another. CGI has helped me learn how  to teach math to foster mathematical growth mindset for all students to have a positive and productive relationship with mathematics.

CGI has been instrumental in helping me carry out my belief that every student can be proficient at mathematics, every student can enjoy mathematics and most importantly every student can and should define themselves as a math person, that math is for everyone!

Barbara Huebner, Math Teacher on Special Assignment, Soquel Union Elementary School District, California

 

“CGI made teaching fun again.”

My work with CGI revolutionized how I taught everything.  As a teacher, It gave me a tool that allowed me to better listen to my students, to understand how they were approaching their work and how to help them make connections. CGI challenged me to use my brain and allowed me to be a learner alongside my students. CGI helped me to better understand the basic mathematics that I already thought I knew but now realize I didn't really understand. As an instructional coach, CGI provides a platform upon which I can strengthen my teachers’ understanding of mathematics while simultaneously allowing me to model an instructional approach that will benefit their students. As a person, the CGI world has been supportive, encouraging, and inclusive. I get warm fuzzies when I see children's thinking shared on social media. I get inspired when I read other's ideas about where to take a math conversation.  I feel hopeful when I see the work our youth is doing.  And I feel united when I read threads of tweets bouncing around from various parts of the country, all working together to improve the mathematical lives of our youth.

Alison Williams, District Resource Teacher, Rice Elementary School, Chula Vista School District, California

 

“CGI is the single most important professional development in which I have participated. It continues to have a positive impact on me and my students even ten years after I completed the class.”

Erika Hassay, First Grade Teacher, Round Rock School District, Round Rock, TX, 2014 Presidential Award Recipient.

 
Classrooms must, and can be, structured so that all learners regardless of gender, ethnicity, language or disability will learn mathematics. This can be done when equity concerns are blended with knowledge-driven mathematics education research about children’s thinking. CGI is an example of how this blending can take place. There is no conflict between what is known about the learning of mathematics and what is known about teaching diverse groups of students.
— Professor Elizabeth Fennema,Co-founder of CGI, A Leader of the CGI Team for over 30 years.
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