Interactions Between Classroom and Individual Student Learning: The Case of Two First-Grade Number Talk Lessons

• In Event: Mathematics Learning in the Early Grades

Abstract

Despite research-generated resources and knowledge to help increase student learning, teachers often find it difficult to shift their teaching. This study investigated how two teachers taught Number Talk lessons in first-grade classrooms, to illustrate how their teaching guided different classroom and individual student outcomes, to understand the implementation processes of the research-based teaching. By focusing on interactions between classroom and individual student learning, the study aims to identify aspects of classroom mathematics practices that support both students’ academic learning and social development.

Authors

• Aki Murata, University of California - Berkeley

• Jody Siker, University of California - Berkeley

• Bona Kang, Oakland Unified School District

• Evra Baldinger, University of California - Berkeley

• Hee-Jeong Kim, University of California - Berkeley

• Kathryn Lanouette, University of California - Berkeley

• Mallika Scott, University of California - Berkeley