Number Talks Evidence Correlations Between Teachers' Use of Questions and Students' Agency

• In Event: Sheraton Roundtable Session Seven
  In Roundtable Session: Supporting Students' Mathematics Learning and Identities From Pre-K Through College (Table 16)

Abstract

Number Talks are widely used by teachers across the U.S., as they uniquely place student reasoning at the center of mathematics instruction while allowing for few resources and time throughout enactment. The purpose of this brief paper is to describe how relations between teachers’ use of questions and students’ engagement in a Number Talk correlate with students’ number sense. Preliminary findings suggest students’ “student-to-student dialogue” was significantly associated with teachers’ “generating discussion” questions and students’ number sense development.

Authors

• Beth Loveday MacDonald, Illinois State University
  Presenting Author

• Hilary Tanck, High Point University
  Presenting Author