Math Talk and Student Strategy Trajectories: The Case of Two First Grade Classrooms

This study investigated different math-talk facilitations, and conceptualized the teachers' talk moves for productive student mathematics discussions. Our findings suggest that students' strategy development is supported by talk moves coordinating a wide range of student strategies, repres...

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Bibliographic Details
Published inCognition and instruction Vol. 35; no. 4; pp. 290 - 316
Main Authors Murata, Aki, Siker, Jody, Kang, Bona, Baldinger, Evra M., Kim, Hee-Jeong, Scott, Mallika, Lanouette, Kathryn
Format Journal Article
LanguageEnglish
Published Philadelphia Routledge 02.10.2017
Taylor & Francis, Ltd
Taylor & Francis Ltd
Subjects
Coding
Communities of Practice
Discourse Communities
Discussion (Teaching Technique)
Elementary education
Elementary School Mathematics
Elementary school teachers
Grade 1
instructional improvement
Instructional Materials
Interviews
Mathematics education
Mathematics Instruction
Numeracy
Observation
Power Structure
student discourse
teacher learning
Teacher Role
Teaching Methods
Urban Schools
Video Technology
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Summary:This study investigated different math-talk facilitations, and conceptualized the teachers' talk moves for productive student mathematics discussions. Our findings suggest that students' strategy development is supported by talk moves coordinating a wide range of student strategies, representations and discussions that are at a process-level and maintain student ownership of ideas, and transitional strategies that connect students' beginning ideas with target strategies.
ISSN:0737-0008
1532-690X
DOI:10.1080/07370008.2017.1362408