Classroom Student Discussion Practices and Early Math Learning: Effects and Equity

• In Event: Reflections on Mathematics Learning Environments and Instructional Goals

Abstract

This study investigates relationships between classroom student discussion practices and early math learning outcomes and whether they differ for children with different entry achievement. Part of an investigation of two urban school districts, we analyzed these relationships in 346 kindergartners from 32 classrooms, revealing significant relationships for total math and for number and arithmetic, but not for geometry and measurement. However, effects were substantial for all three, and thus should be checked in later research, especially with experiments. Further, the association of discussion practices with student learning increased for children with lower achievement scores upon kindergarten entry. Findings extend research on the effects of student discourse and have implications for pedagogy, especially for children denied early opportunities to learn.

Authors

• Yixiao Dong, University of Denver
  Presenting Author

• Douglas H. Clements, University of Denver
  Presenting Author

• Crystal A Day-Hess, University of Denver
  Non-Presenting Author

• Dale C. Farran, Vanderbilt University
  Non-Presenting Author

• Kelley Durkin, Vanderbilt University
  Non-Presenting Author

• Julie Sarama, University of Denver
  Non-Presenting Author