WHAT IMPACT DO NUMBER TALKS HAVE ON ELEMENTARY CLASSROOM MATHEMATICAL DISCOURSE AND STUDENT AND TEACHER ATTITUDES TOWARD MATHEMATICS?

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Description

Number Talks, created in the early 1990s by Ruth Parker and Kathy Richardson, have gained popularity in the mathematics education community over the past decade with the publication of the book series Number Talks (Parrish, 2010, 2014), and especially since the publication of Making Number Talks... Show moreNumber Talks, created in the early 1990s by Ruth Parker and Kathy Richardson, have gained popularity in the mathematics education community over the past decade with the publication of the book series Number Talks (Parrish, 2010, 2014), and especially since the publication of Making Number Talks Matter (Humphreys & Parker, 2015). All in all, the authors contend Number Talks can bring joy into the classroom (Humphreys and Parker, 2015, p. 6), improving student attitudes about mathematics and ultimately allowing for a more productive disposition. The characteristic that separates Number Talks from other pedagogical tools is the disconnectedness from the rest of the lesson: Number Talks need not build up to or build upon the day’s objective. Thus, what the authors argue is that the activity of Number Talks itself – albeit disconnected from the day’s objective – improves all of the aforementioned skills, regardless of what occurs during the remainder of each class session.Eight teachers from five different Chicago-area private grade schools implemented Number Talks in their 3rd-5th grade classrooms for four to six weeks in the early part of the year 2020. Student attitudes toward mathematics and toward mathematical discourse were assessed by way of survey and classroom observation before and after implementation. Classroom interactions and levels of mathematical discourse during the normal class time (outside of the Number Talk session) were assessed before and during implementation. No significant changes (positive or negative) relating to any measure were found. Teachers noticed that students who enjoyed math before the implementation also enjoyed Number Talks, while students who struggled with math were mostly disenchanted with Number Talks. Future research includes exploring whether tailoring Number Talks to relate to the upcoming lesson improves the positive effects advertised by the authors. Teacher professional development related to ambitious teaching practices (NCTM, 2017) and growth mindset (Boaler, 2016b) may complement the use of Number Talks to result in improved attitudes and discourse. Show less

Details
Department

MSeD / Mathematics and Science Education

Title

WHAT IMPACT DO NUMBER TALKS HAVE ON ELEMENTARY CLASSROOM MATHEMATICAL DISCOURSE AND STUDENT AND TEACHER ATTITUDES TOWARD MATHEMATICS?

Institution

Illinois Institute of Technology

Creator(s)

Sleezer, Meghan V

Advisor(s)

Lederman, Judith

Date

2021

Description

Number Talks, created in the early 1990s by Ruth Parker and Kathy Richardson, have gained popularity in the mathematics education community over the past decade with the publication of the book... Show moreNumber Talks, created in the early 1990s by Ruth Parker and Kathy Richardson, have gained popularity in the mathematics education community over the past decade with the publication of the book series Number Talks (Parrish, 2010, 2014), and especially since the publication of Making Number Talks Matter (Humphreys & Parker, 2015). All in all, the authors contend Number Talks can bring joy into the classroom (Humphreys and Parker, 2015, p. 6), improving student attitudes about mathematics and ultimately allowing for a more productive disposition. The characteristic that separates Number Talks from other pedagogical tools is the disconnectedness from the rest of the lesson: Number Talks need not build up to or build upon the day’s objective. Thus, what the authors argue is that the activity of Number Talks itself – albeit disconnected from the day’s objective – improves all of the aforementioned skills, regardless of what occurs during the remainder of each class session.Eight teachers from five different Chicago-area private grade schools implemented Number Talks in their 3rd-5th grade classrooms for four to six weeks in the early part of the year 2020. Student attitudes toward mathematics and toward mathematical discourse were assessed by way of survey and classroom observation before and after implementation. Classroom interactions and levels of mathematical discourse during the normal class time (outside of the Number Talk session) were assessed before and during implementation. No significant changes (positive or negative) relating to any measure were found. Teachers noticed that students who enjoyed math before the implementation also enjoyed Number Talks, while students who struggled with math were mostly disenchanted with Number Talks. Future research includes exploring whether tailoring Number Talks to relate to the upcoming lesson improves the positive effects advertised by the authors. Teacher professional development related to ambitious teaching practices (NCTM, 2017) and growth mindset (Boaler, 2016b) may complement the use of Number Talks to result in improved attitudes and discourse. Show less

Type

Dissertation

File type

application/pdf

Subject

Mathematics education
attitudes
discourse
elementary
mathematics
Number Talks
pedagogy

Access

Restricted Access

Rights

In Copyright
http://rightsstatements.org/page/InC/1.0/

Identifier

http://hdl.handle.net/10560/islandora:1024947

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