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Full-Text Articles in Education
Math Talks: Focusing On Student Thought In A Second-Grade Classroom, Jessica Parsons
Math Talks: Focusing On Student Thought In A Second-Grade Classroom, Jessica Parsons
Masters of Education in Teaching and Learning
Math metacognition is on the rise. There is an increase in focusing student thought on the process of computation and problem solving. This study examined what happened when math talks were conducted in a general education second-grade classroom and if students’ perceptions of math changed after they participated in math talks. The researcher’s purpose was to more fully understand students’ thoughts related to math. The data was collected through student interviews, student surveys, and researcher observational field notes. Then, the data was analyzed through coding using the constant comparative method and frequency counts. The main themes to emerge from the …
Implementation Of Number Talks To Support Number Sense And Fluency, Including Automaticity, Janel Koenig
Implementation Of Number Talks To Support Number Sense And Fluency, Including Automaticity, Janel Koenig
School of Education and Leadership Student Capstone Projects
Current mathematical teaching practices and tasks are evolving to support a comprehensive and flexible understanding of mathematical concepts. This capstone examines current literature to answer the essential question, How can implementation of Number Talks support elements of number sense and fluency, including automaticity, for elementary students ? Literature concludes that building strong foundations in number sense, fluency, and automaticity is necessary to support continued development and success in higher-level mathematics. A further analysis of the pedagogical practice of Number Talks correlates this practice to these three core components of mathematical knowledge. The capstone project developed from this research incorporates visual …
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 …
Improving Number Sense Using Number Talks, Kelsie Ruter
Improving Number Sense Using Number Talks, Kelsie Ruter
Master of Education Program Theses
This action research study examines the effects of using number talks instruction in the second grade classroom on number sense/critical thinking in mathematics. The sample included 47 students from two second grade classes in two suburban public elementary schools serving mostly upper middle class neighborhoods. For four weeks in the middle of the second trimester, an experimental group was exposed to the teaching of math through number talks, in addition to their regular math instruction. A control group was instructed using their regular methods and curriculum. Both groups were given a pretest and posttest of “rich math tasks.” Comparison data …
The Impact Of Regular Number Talks On Mental Math Computation Abilities, Anthea Johnson, Amanda Partlo
The Impact Of Regular Number Talks On Mental Math Computation Abilities, Anthea Johnson, Amanda Partlo
Masters of Arts in Education Action Research Papers
The purpose of our research was to determine what impact participating in regular number talks, informal conversations focusing on mental mathematics strategies, had on elementary students’ mental mathematics abilities. The research was conducted in two urban fourth grade classrooms over a two month period. The data sources included a pre- and post-questionnaire, surveys about students’ attitudes towards mental math, a pretest and a posttest containing addition and subtraction problems to be solved mentally, teacher reflective journals, and student interviews. The results of our research indicate that participating consistently in number talks had a positive effect on students’ mental mathematics abilities …