Instructional models in early mathematics: Can the "I do, we do, you do" model support the development of mathematical thinking? CIES 2018 Presentation
CIES 2018 Presentation, given by Yasmin Sitabkhan. The purpose of this presentation is to explore the applicability of the direct instruction (DI) model (also known as the “I do, We do, You do” model) for early grades mathematics instruction in low-income contexts through data gathered on two projects, the Tayari Early Childhood Project in Kenya and the Liberia Teacher Training Project (LTTP2). The results from the two studies point to the effectiveness of the gradual release of responsibility model for early mathematics instruction. The model as it is, with an explicit I do, we do, and you do” section for each concept, does not align with best practices in early mathematics instruction. However, the workshop model, which essentially is a “we do, you do” model, may foster more productive instruction that encourages critical thinking and problem-solving behavior.