Thinking Out Loud: Teachers Perceptions of the Impact of Think-Alouds in Elementary Mathematics

• In Event: Engaging Students in Mathematical Thinking

Abstract

This study investigates teachers’ perspectives on the use of think alouds in elementary mathematics. Think alouds are a pedagogical strategy frequently used in the language arts to help students develop metacognitive and self-regulating skills but is underused in mathematics. Through practical action research, three elementary teachers implemented think alouds in their mathematics programs over the course of a year. Findings indicate that teachers felt that using think alouds improved students’ growth mindsets and metacognition, and improved teacher awareness of their own mathematical thinking. Teachers developed specific parameters and tools to effectively implement think alouds for their students. This study builds on existing research on think alouds in elementary school and suggests a broader use of this tool for mathematics learning.

Authors

• Cathy Marks Krpan, University of Toronto - OISE

• Gurpreet Sahmbi, University of Toronto - OISE