Preschool Teachers' Math Talk: Effective Math Domains, Syntax, and Purpose

• In Event: Hilton Roundtable Session 18
  In Roundtable Session: Pre-K and Elementary Students' Mathematical Reasoning Processes

Abstract

Our purpose was to determine the types of Math talk that were most effective in supporting math growth in preschoolers. Forty preschoolers’ math abilities (in Number, Geometry, Measurement and Patterning) were evaluated at the beginning and end of the school year. Teachers’ utterances were video-recorded (5 times for 30 minutes each) and coded to identify Math categories, syntax and purpose. Descriptive statistics and regression analyses were conducted. Teachers’ math talk on abstract counting, cardinality, ordinality, and shape attributes were significantly related to posttest Math gains; as also open-ended questions (in syntax) and modeling and posing an open problem (in purpose). Counting objects that were present was negatively related to Math gains. Results support teachers emphasizing higher-order thinking during classroom discourse.

Authors

• Sudha Swaminathan, Eastern Connecticut State University

• Jeffrey Trawick-Smith, Eastern Connecticut State University