"Did You Hear What I Was Thinking?" Implementation of Think-Alouds in Elementary Mathematics

• In Event: Teacher Learning Processes

Abstract

This study investigated teacher perspectives on the implementation of think-alouds in elementary mathematics. Using a case study approach, a five-month practical action research project took place with three elementary teachers in Ontario, Canada. Teachers used think-alouds of their own making in their classrooms as a means of supporting student self-talk and metacognition in mathematics. Initial findings suggest that teachers found think-alouds to be an effective tool for empowering students to recognize their own thinking strategies and allowed teachers to better address student misconceptions. Teachers also noted that their own journey in developing effective think-alouds evolved over time and in response to student needs. This study highlights both the evolving process and potential value of using think-alouds in elementary mathematics.

Authors

• Gurpreet Sahmbi, University of Toronto - OISE
  Presenting Author

• Cathy Marks Krpan, University of Toronto - OISE
  Presenting Author