Accessing the Language of Thinking: Teachers’ Perceptions of the Impact of Self-Talk Cards on Student Learning in Elementary Mathematics

• In Event: Saturday Roundtable 7:45 am
  In Roundtable Session: Teacher Noticing, Language of Thinking, and Pedagogical Expertise in Mathematics (Table 34)

Abstract

This study explored the experiences of elementary mathematics teachers as they employed self-talk cards as means of supporting the implementation of think-alouds in their mathematics programs. Through a practical action research project, researchers worked with four elementary mathematics teachers, a librarian, and 75 students over the course of five-months as they explored this strategy. Teachers found that self-talk cards allowed them to render abstract thinking more accessible for their students and enabled them to address misconceptions more readily. The introduction of self-talk cards improved the implementation of think-alouds as students were able to better identify their own self-talk. This study builds on existing research related to think-alouds and self-talk in elementary school and suggests a tool to enhance mathematics learning.

Authors

• Cathy Marks Krpan, University of Toronto - OISE

• Gurpreet Sahmbi, University of Toronto - OISE