PME-NA

Navigating Ways Teachers Facilitate to Support Students with Imprecise Thinking in Number Talks

• In Event: Poster Session #1
  In Poster Session: Navigating Ways Teachers Facilitate to Support Students with Imprecise Thinking in Number Talks

Description

Despite the potential, there has been little empirical evidence of the efficacy of the number talks on student learning (Matney et al., 2020). In particular, researchers have not fully focused on how teachers support students in making sense of errors while facilitating number talks to promote conceptual understanding. In this paper, we aim to explore ways teachers can support students in making sense of imprecise thinking in number talks. We purposely selected three teachers from a larger study on K-12 mathematics teachers’ mathematics instruction. We analyzed classroom videos and transcripts from the teachers’ enactment and identified multiple ways teachers supported students to explain their incorrect or imprecise thinking. Our findings suggest a need for designing and implementing instructional activities in ways that support students with errors in revealing conceptual understanding going beyond procedure-related errors during number talks.

Authors

• Byungeun Pak, Utah Tech University

• Candace Joswick, The University of Texas at Arlington

• Nipah Onkananuwonk, Texas A&M University