Which Categories of Teacher Math Talk During Preschool Play Predict Young Children's Mathematics Learning?

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Abstract

Math talk in preschool has been associated with growth in mathematics learning. The purpose of this investigation was to identify specific types of math talk during play that predict math learning. Pre- and posttests of math ability were administered to 40 preschool children using the Tools for Early Assessment of Mathematics. Naturalistic math talk between children and teachers during play was recorded and features of these conversations were coded. Multiple regression analyses revealed significant associations between math learning and the frequency of math talk about cardinality, abstract counting, ordinality, and shape attributes. Open-ended questions and math talk to model thinking and pose open-ended problems were also significantly related to math growth. Implications for classroom practice and future research are discussed.

Authors

• Jeffrey Trawick-Smith, Eastern Connecticut State University

• Sudha Swaminathan, Eastern Connecticut State University