Incremental Change through a School-University Collaboration on Number Talks

• In Event: AERA Roundtable Session Saturday 11:45 am - Gold 2
  In Roundtable Session: A Symposium of Innovative Attempts Toward Incremental Change for Mathematics Teachers

Abstract

Purpose
We share our experiences in a professional development (PD) initiative focused on incremental change in mathematics instruction through Number Talks, and we provide considerations for future research.

Perspectives
This work is anchored in the theory that teacher learning occurs when teachers work alongside each other toward shared goals in their schools (Eraut & Hirsch, 2007; Lave & Wenger, 1991). In this PD initiative, school staff shared the goal to increase math talk among students due to its demonstrated value in improving learning opportunities (Hufferd-Ackles et al., 2004). However, facilitating math talk is a complex endeavor (Walshaw & Anthony, 2008) that likely requires what scholars have called transformational PD (Authors, YEAR2). Rather than intensive transformations, our PD utilized Number Talks as an incremental and practical approach for teachers to experiment with questioning, probing, and supporting students in responding to each other’s ideas. Number Talks, typically 5–15 minutes in length, are a routine designed to further develop students’ number sense and mental math skills (Parrish, 2014). Research shows Number Talks also support students in talking about mathematics (Woods, 2022). Number Talks are designed to be time-efficient and only require markers to record strategies, making the routine accessible and manageable for teachers who may be experiencing constraints with time and resources.

Description of PD Partnership & Evidence
Our team consists of two elementary school teachers, one school principal, and two university-based mathematics teacher educators (MTEs). As part of our school-university partnership, all school staff participated in PD facilitated by one of the MTEs. The PD occurred prior to the school year with ongoing collaboration (e.g., walk-through observations with teams of teachers, school leaders, university partner; video viewing of Number Talks from teacher volunteers) throughout the year.

Based on the perspectives of the principal and two teachers co-authoring this report, incremental change was encouraged and evident. Teachers were encouraged to start small (e.g, try Number Talks twice weekly), practice regularly, and celebrate successes. Consequently, there was variation in frequency and in incorporation of existing instructional tools (e.g., sentence starters/frames; Turn and Talk). There was also a shared focus on learning among teachers and school leaders. Because of collaborative conversations during structured activities (e.g., team walk-through observations), teachers approached changes iteratively and discussed the impact on their students’ mathematical skills and strategies.

Significance & Considerations for Future Study
Drawing on this experience, we urge scholars to consider research implications. Documenting teachers’ instruction systematically over an academic year would provide a deeper understanding of incremental change, thereby informing future PD initiatives. Additionally, how does change in one segment of a lesson (e.g., Number Talks) influence other lesson segments? Furthermore, identifying key factors that either support or constrain incremental change is necessary. In our partnership, the principal learned alongside teachers and encouraged small changes. What is the role of school-level factors, such as leadership, in supporting incremental change? Our PD initiative demonstrates the potential of modest-sized PD; future research should identify mechanisms and factors that support incremental change in teachers’ instructional practices.

Authors

• Temple A. Walkowiak, North Carolina State University

• Heather West Jerez, Amplify Education, Inc.

• Briana Pelton, Oberlin Magnet Middle School Wake County Public School

• Kristin Hord, North Carolina State University