Number Talks for Statistics and Probability

Gerstenschlager, Natasha E.; Strayer, Jeremy F.

doi:10.5951/mathteacmiddscho.24.6.0362

Cited by 8 publications

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“…They suggested number talks that present images can launch discourse of multiple mathematical ideas among students. Gerstenschlager and Strayer (2019) provided strategies for implementing what they coined "statistical number talks" in middle school mathematics classroom (p. 363) and suggested number talks allow for teachers to evaluate prior knowledge as well as serve as an option for formative assessment.…”

Section: Research On Number Talksmentioning

confidence: 99%

Using Number Talks to Support Students With High-Incidence Disabilities in Mathematics

Bouck

2021

Intervention in School and Clinic

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Number talks are increasingly used in general education mathematics classes to engage students. Yet, and despite the potential benefits, number talks are given limited attention for students with high-incidence disabilities in special education settings. This article presents special education teachers with both the why and, more importantly, the how for implementing number talks to support students with high-incidence disabilities in special education settings. Specifically, the authors address how number talks can serve as both a formative assessment and an intervention for fluency and activating students’ background knowledge to be successful in general education settings. The article also provides suggestions for implementing number talks with fidelity and flexibility (e.g., use of manipulatives, pictorial representations, and teacher explicit instruction of numerical strategies).

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Section: Research On Number Talksmentioning

confidence: 99%

Using Number Talks to Support Students With High-Incidence Disabilities in Mathematics

Bouck

2021

Intervention in School and Clinic

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“…In their study in an urban third–grade classroom with a large EL population, Hufferd–Ackels et al (2004) demonstrated that a math–talk learning community can be developed and that mathematical understanding can be built through that community around math talks. Number talks have been defined as “short, mathematical, whole–class discussion during which students solve problems and share their ways of seeing and reasoning about mathematics” (Gerstenschlager & Strayer, 2019, p. 363). In elementary grades, number talks are often used as an instructional practice to encourage students to discuss and share ideas on how to solve computational problems beyond simply stating the procedure or rule (Parrish, 2011).…”

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Scaffolding Language for Learning in Mathematics for English Learners Receiving Intensive Intervention

Sacco

Spies

Pfannenstiel

2022

Learn Disabil Res Pract

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Eliciting student thinking during mathematics instruction allows teachers to choose tasks with high cognitive demand while also engaging students to use productive struggle to solve mathematical problems, thus increasing their conceptual understanding. Often, students who require intensive intervention in mathematics, in particular, students who are English learners, are not able to participate in discourse opportunities within core instruction in mathematics because they lack the confidence or the necessary skills. This includes students with mathematics difficulties as well as students with identified mathematics disabilities. Discourse provides multiple opportunities to practice using and listening to content-specific language, which is critical to developing academic language and accessing higher-level mathematics. This article summarizes the research supporting discourse in mathematics interventions as well as appropriate scaffolds to support discourse within intensive intervention for English learners, ultimately improving student understanding and performance.Eliciting student thinking during mathematics instruction allows teachers to choose tasks with high cognitive demand while also engaging students to use productive struggle to solve mathematical problems, thus increasing their conceptual understanding. Often, students who require intensive intervention in mathematics, in particular, students who are English learners (ELs), are not able to participate in discourse opportunities within core instruction in mathematics because they lack the necessary confidence, language, or mathematics skills (Griffin et al., 2013). This includes students with mathematics difficulties as well as students with identified mathematics disabilities (MD).Discourse provides multiple opportunities to practice using and listening to content-specific language, which is critical to developing academic language and accessing higher-level mathematics. This practitioner article will provide research on the importance of including and supporting discourse practices in mathematics interventions as well as appropriate scaffolds to increase discourse within intensive intervention, ultimately improving ELs' understanding and performance in mathematics.Vignette: Ms. Jenson provides intensive intervention in mathematics to five second graders. They are learning double-digit addition and subtraction without regrouping. Two of the students in her intervention group are ELs. She noticed that they were very quiet in the small group, compli-Requests for reprints should be sent to Donna M. Sacco, American Institutes for Research. Electronic inquiries should be sent to

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Number Talks in Asynchronous Online Classrooms for More Equitable Participation and as Formative Assessment of Student Thinking

Han

Thanheiser

2021

Research in Mathematics Education

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Number Talks for Statistics and Probability

Abstract: Short, mathematical discussions can elicit students' reasoning and focus on foundational ideas.

Cited by 8 publications

References 0 publications

Using Number Talks to Support Students With High-Incidence Disabilities in Mathematics

Using Number Talks to Support Students With High-Incidence Disabilities in Mathematics

Scaffolding Language for Learning in Mathematics for English Learners Receiving Intensive Intervention

Number Talks in Asynchronous Online Classrooms for More Equitable Participation and as Formative Assessment of Student Thinking

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