Transforming K-12 Mathematics Classroom Teacher Pedagogy Through Virtual Number Talks

Transforming K-12 Mathematics Classroom Teacher Pedagogy Through Virtual Number Talks

Candace Joswick, Nicole Fletcher, Audrey Meador
Copyright: © 2021 |Pages: 21
DOI: 10.4018/978-1-7998-7222-1.ch020
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Abstract

Number Talks is a popular K-12 mathematics routine utilized in classrooms across the United States. Number Talks allows teachers to elicit and respond to students' mathematical thinking through the development of an encouraging classroom community and provide opportunities for students to engage in critical thinking, collaboration, communication, and creativity. In this chapter, the authors report their “virtualization” of the Number Talks routine and the development of a teacher learning cycle that supports implementation of this practice. The virtualization of Number Talks is illustrated through the pedagogical transformation of one teacher, who begins the teacher learning cycle skeptical of the value of Number Talks and ends with an innovative Virtual Number Talks practice that benefited both students and teachers in her school. This teacher's implementation of Virtual Number Talks and engagement in the “4C” of 21st century learning demonstrate a transformation of pedagogy that uses technology to create rich online mathematics learning experiences.
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Background

Number Talks are a K-12 mathematics classroom routine that engages students in 5- to 15-minute discussions about the mental mathematics strategies used to solve intentionally designed computational problems (Humphreys & Parker, 2015; Parrish, 2010; Parrish & Dominick, 2016; Sun et al., 2018). These “short, mathematical, whole-class discussions during which students solve problems and share their ways of seeing and reasoning about mathematics” (Gerstenschlager & Strayer, 2019, p. 363) were first introduced in the mid-1990s (Humphreys & Parker, 2015). General internet searches of “Number Talks” deliver millions of results, reflecting popularity and interest that has grown over the past few decades (Flick & Kuchey, 2015). Matney et al. (2020) referred to the proliferation of Number Talks “among teachers, schools, districts, within professional development communities, and on social media” (p. 1) and the common acceptance of Number Talks as an effective classroom instructional routine.

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