Sharing the Thinking Inside Our Brain: Teachers Perceptions of Think-Alouds Implementation in Elementary Mathematics

• In Event: Division K Section 1 Poster Session: Math, Science, and STEM

Abstract

This study investigates teachers’ perspectives on the use of think alouds, with a focus on self-talk, in elementary mathematics. Think alouds are a pedagogical strategy frequently used in language arts to help develop metacognitive and self-regulating skills but is underused in mathematics. Through practical action research, three elementary teachers implemented think alouds in their mathematics programs. . Findings indicate that teachers felt that using think alouds focusing on self-talk, enabled them to address possible misconceptions about mathematical thinking, improve student self-regulated learning, and improve teachers’ own awareness of their mathematical thinking and that of their students. This study builds on existing research on think alouds in elementary schools and suggests a broader use of this tool for mathematics learning.

Authors

• Cathy Marks Krpan, University of Toronto - OISE

• Gurpreet Sahmbi, University of Toronto - OISE