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MATHEMATICS EDU'CATION has miade great strides in developing theories and research-based evidence about how to teach elementary school mathematics in a way that develops students' mathematical understanding. Much of this progress has grown out of research projects that engage teachers in learning to teach mathemiatics. These projects have not only shown what is possible for teachers and students but have also provided insight into how to support teachers in their own leamning. We use one particular research and development project, Cognitively Guided Instruction (CGI), as an illustration of how theory and research inform the teaching and learning of mathematics.
Franke et al. (Tue,) studied this question.