Supporting the Recontextualization of Professional Learning: Number Talk Instructional Activities as Boundary Objects

• In Event: AERA Virtual Poster Session 2
  In Poster Session: Mathematics Education Research

Abstract

Number talks are mathematical language routines that support students to mentally solve purposefully designed computation problems and then come together as a class to share their mathematical reasoning. Aside from the potential to support student learning, number talk instructional activities may also be a mechanism to support teachers in enacting high-leverage practices associated with increased student learning outcomes. In this exploratory case study, we investigate how number talk instructional activities are boundary objects that support the recontextualization of professional learning. Findings from this study reveal the high-leverage practice of eliciting student thinking developed during professional development was recontextualized to classroom number talk enactments and also recontextualized to whole class lessons during the mathematics instructional block.

Authors

• Dawn Woods, Oakland University

• Sara Delgado