Developing Core Practices Through Number Talks in an Elementary Methods Course

• In Event: Mathematics Pedagogy and Instructional Practice Brief Report Session: Learning Instructional Practice in Methods Courses

Description for Program

In this session, we explore trajectories of novice teacher learning as they developed proficiency with the instructional activity of a Number Talk as well as the extent to which this learning transferred to their mathematics instruction more broadly.

Author

• Caroline Ebby, University of Pennsylvania