The relationship between number talks and ambitious instruction: learning from beginning teachers
Number talks offer one way for beginning teachers to engage in ambitious instruction (Lampert et al., 2010) that fosters students' conceptual understanding. This paper explores: (1) features of the number talk routine and (2) how beginning teachers' enactment of number talks are aligned wi...
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| Published in | Mathematical thinking and learning Vol. 27; no. 2; pp. 178 - 201 |
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| Main Authors | , , |
| Format | Journal Article |
| Language | English |
| Published |
Philadelphia
Routledge
03.04.2025
Taylor & Francis Ltd |
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| Abstract | Number talks offer one way for beginning teachers to engage in ambitious instruction (Lampert et al., 2010) that fosters students' conceptual understanding. This paper explores: (1) features of the number talk routine and (2) how beginning teachers' enactment of number talks are aligned with ambitious instruction. The authors utilized Cazdan's (2001) sequential and selectional dimensions to systematically analyze videos of 17 number talks enacted by seven beginning teachers. Findings indicate that the number talk routine consisted of introducing, collecting, idea sharing, and closing phases. Additionally, using the M-Scan instrument (Berry et al., 2013) to measure whether lessons were ambitious, the authors found that more ambitious lessons included number talks where teachers supported multiple students to engage in another student's strategy rathter than simply shaing individual strategies. We discuss several important implications for mathematics teacher education and research on ambitious mathematics instruction. |
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| AbstractList | Number talks offer one way for beginning teachers to engage in ambitious instruction (Lampert et al., 2010) that fosters students’ conceptual understanding. This paper explores: (1) features of the number talk routine and (2) how beginning teachers’ enactment of number talks are aligned with ambitious instruction. The authors utilized Cazdan’s (2001) sequential and selectional dimensions to systematically analyze videos of 17 number talks enacted by seven beginning teachers. Findings indicate that the number talk routine consisted of introducing, collecting, idea sharing, and closing phases. Additionally, using the M-Scan instrument (Berry et al., 2013) to measure whether lessons were ambitious, the authors found that more ambitious lessons included number talks where teachers supported multiple students to engage in another student’s strategy rathter than simply shaing individual strategies. We discuss several important implications for mathematics teacher education and research on ambitious mathematics instruction. |
| Author | Cavanna, Jillian M. Jackson, Brent E. Pak, Byungeun |
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| Snippet | Number talks offer one way for beginning teachers to engage in ambitious instruction (Lampert et al., 2010) that fosters students' conceptual understanding.... Number talks offer one way for beginning teachers to engage in ambitious instruction (Lampert et al., 2010) that fosters students’ conceptual understanding.... |
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| SubjectTerms | ambitious instruction Beginning Teachers Education Learner Engagement Mathematics Education Mathematics Instruction mathematics teacher education Number talks Students teacher moves Teachers |
| Title | The relationship between number talks and ambitious instruction: learning from beginning teachers |
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