Costa and Garmston (2002) opined that cognitive coaching is defined as a non-judgmental, developmental, reflective model derived from a blend of the psychological orientations of cognitive theorists and the interpersonal bonding of humanists. It is based on the belief that growth is achieved through the development of intellectual functioning. The coaching interaction is focused on mediating a practitioner’s thinking, perceptions, beliefs, and assumptions toward the goals of self-directed learning and the increased complexity of cognitive processing (p. 5). Cognitive coaching focuses entirely on developing internal thought processes and self-directedness of the teacher being coached. The coach ensures that empowering the teacher to be self-sufficient is the focus of each coaching conversation (Rogers, Hauserman, and Skytt, 2016, p. 4). This book review examines the employment of cognitive coaching in the teaching of mathematics in Jamaican secondary schools. The approach was found to significantly improve students’ and teachers’ motivation and as such the achievement of students in both internal and external examinations in mathematics. This book is a teaching guide that sets out a framework for the teaching courses, particularly Mathematics, and it provides tools that can be employed to enhance the teaching-learning process.
Academic performance, Cognitive coaching, Student motivation, Learning styles, Mathematics