I Hear What You are Thinking: Elementary Students’ Perceptions of Teacher-led Mathematical Think-alouds

• In Event: AERA Poster Session Friday 9:45am
  In Poster Session: Student Learning in Mathematics Education

Abstract

This study explored students’ perceptions of the impact of teacher-led think-alouds on their learning in mathematics. Through practical action research, we worked with seven elementary teachers, a teacher-librarian, and 155 students for five months as they explored this strategy. Using a variety of data sources, including interviews and journals, students expressed that think-alouds helped them understand the complexities of thinking and access their self-talk to better navigate challenges in problem solving. Furthermore, students commented on how think-alouds relieved their anxiety, as they learned that pauses and mistakes were and integral part of thinking. This study builds on research related to think-alouds and self-talk elementary school and suggests a teaching strategy to support learners in mathematics.

Authors

• Cathy Marks Krpan, University of Toronto - OISE

• Gurpreet Sahmbi, University of Toronto - OISE