Power in Number Talks: Examining How Number Talks Give Students Agency in Mathematics Learning

• In Event: Centering the Student in Research on Mathematics Learning

Abstract

This study uses conversation analysis to examine the teacher moves that facilitate discussion during a number talk in ways that situate students as agentic and accountable for their mathematics learning. Through this analysis, this case study provides a detailed account of specific teacher moves that allow a kindergarten teacher to structure discussion that encourages students’ epistemic participation in an early mathematics learning. Findings provide researchers and teacher educators with resources on how to effectively leverage number talk routines that are conducive to students’ opportunities to engage with mathematics in meaningful ways.

Authors

• Lara Condon, University of Pennsylvania
  Presenting Author

• Janine Remillard, University of Pennsylvania
  Non-Presenting Author

• Caroline Brayer Ebby, University of Pennsylvania
  Non-Presenting Author

• Lindsay Goldsmith-Markey, University of Pennsylvania
  Non-Presenting Author