Exploring About Beginning Teachers' Equitable and Ambitious Teaching Practice With Number Talk Routine

• In Event: Improving STEM Instruction

Abstract

Number talks (NTs), a popular mathematics instructional routine in the United States, may offer a strong support for beginning teachers (BTs) to engage in ambitious and equitable instruction. We investigated the NT routine implemented by BTs and how BT beginning teachers could be ambitious and/or equitable with that routine. We analyzed 20 NT videos from a larger investigation of BTs’ enactment of ambitious instruction in elementary mathematics and English language Arts across five teacher preparation programs. We found a predictable four phase NT routine and variation with one phase, idea sharing phase, that has potential to make NTs ambitious and more equitable. Several contributions are discussed.

Authors

• Byungeun Pak, Dixie State College of Utah

• Brent Jackson, Michigan State University

• Jillian M. Cavanna, University of Hartford