Developing equitable elementary mathematics classrooms through teachers learning about children's mathematical thinking: Cognitively Guided Instruction as an inclusive pedagogy

• Teachers developed a clearer insight into children's mathematical understanding.
• Teachers recognised the importance of this knowledge.
• Previous perceptions of children's abilities were challenged.
• Teachers became more aware of their capacity to support all learners.
• Teachers recognised this learning as an ongoing process.

This paper reports on a study carried out in Scotland which involved introducing the principles of Cognitively Guided Instruction (CGI) to 21 mainstream elementary teachers. It considers the effects of developing CGI in classrooms focussing on teacher learning and particularly their capacity to support all learners. The findings demonstrate teachers' awareness of their own learning and how increased understanding of children's mathematical thinking left them better placed to support all learners. The study highlights the importance of developing teachers' knowledge of children's mathematical thinking in order to promote inclusive practices with CGI providing a useful framework for this professional development.