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Carpenter, T. P., Fennema, E., Peterson, P. L., Chiang, C.-P., & Loef, M. (1989). Using knowledge of children’s mathematics thinking in classroom teaching: An experimental study. American Educational Research Journal, 26(4), 499–531. doi:10.3102/00028312026004499
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This works out nicely because CGI also happens to be a topic of discussion this week in my "Advances in Assessment" class. (Related note: Due to Erin Furtak being out of town, Lorrie Shepard will be our "substitute teacher." That leads to the natural question: Great sub, or greatest sub?) CGI was also featured prominently in Randy Philipp's NCTM Research Handbook chapter on teacher beliefs and affect. Even though my knowledge of CGI is limited, I sense that lines of research like CGI are the stuff math education researchers dream about: long-lasting, productive, well-funded areas of study that help both students and teachers in measurable and meaningful ways.