PME-NA

Changing Mathematics: How One Teacher Grew Elicitation Practices Through Number Talks

• In Event: Discourse with Instructional Activities and Practices

Description

There has been an increasing research focus on how teachers facilitate whole group mathematics discussions in ways that contribute to the development of students’ mathematics concepts, skills, and identities. Using data collected by an ongoing project, this descriptive case study offers insight into how one kindergarten teacher’s elicitation practices changed over the course of three months. Findings suggest that Number Talks can serve as a learning space where teachers grow their elicitation practices in ways that are more cognitively demanding for students.

Authors

• Fei Xu, Oakland University

• Dawn M. Woods, Oakland University