A Professional Development to Support Upper-Elementary Teachers’ Self-Efficacy to Implement Number Talks

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Abstract

Number Talks enable students to develop effective problem-solving strategies and reasoning skills. The procedural specificity of Number Talks and teachers’ low self-efficacy about their knowledge necessitate targeted PDs to support elementary teachers. In this study, we examined the mathematics self-efficacy of elementary teachers and the way they enact Number Talks in their classrooms after targeted PDs. Using a mixed-methods design, we collected pre- and post-self-efficacy surveys from teachers and observed Number Talks routines implemented by a subset of teachers who participated in the PDs. Our findings showed significant improvements in teachers’ self-efficacy and mathematical skills after the PDs and revealed various ways they enacted Number Tasks routines.

Authors

• Kiera Kulaga, Monmouth University

• Vecihi Serbay Zambak, Monmouth University