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Increasing Number Sense Through Mathematical Discourse In The Primary Classroom, Julie Danielowski
Increasing Number Sense Through Mathematical Discourse In The Primary Classroom, Julie Danielowski
Masters of Arts in Education Action Research Papers
The purpose of this action research is to explore the ways mathematical discourse effects number sense in the primary classroom. A study was done in a first grade classroom with 18 students to determine if increasing mathematical discourse in the classroom through the use of “Number Talks” by Parrish and “5 Practices for Orchestrating Mathematical Discussions” by Smith and Stein, student number sense will increase. The findings suggest that through effective questioning in whole-group and small-group instruction, open- strategy sharing, and quantitative imagery, students’ number sense will increase. Students in classrooms with rich mathematical discourse will potentially become more comfortable …