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Kentucky Teachers Respond to September’s Math Matters question of the month: “Through the use of number talks in your classroom, how have you seen the classroom environment and student learning positively impacted?”
“I absolutely love number talks! I first learned of them in a professional development with KCM (Kentucky Center for Mathematics). My students are able to participate in math discourse like I’ve never witnessed before. Students are able to make sense of their peers’ strategies and apply them to future scenarios. Students are gaining the confidence to share their thinking and are having fun doing it. The mathematical residue that is left behind is truly invaluable! Here’s a picture of our latest.”
– Tiffany McGuire, Bellevue Independent Schools
“I love number talks! The discussions and talk moves of number talks truly have impacted the environment and student learning in my classroom. First, students voluntarily participate more in classroom discussions because they have an increased confidence in understanding math concepts. Students are less discouraged about being ‘wrong.’ Instead, they feel encouraged to actively participate. I believe this is because there are so many opportunities for success when students can add on to a concept or strategy, reinforce what is being discussed, revise their thinking and show more than one way to solve a problem.
“Second, students are better at demonstrating their learning through writing. The rich discussions and visuals used in number talks builds on skills for better writing. Also, I believe number talks positively impacts classroom management. The wealth of engagement and the distinct procedures of using talk moves leaves little time for disruptions.”
– Katie Gissing, Paris Elementary School (Paris Independent)
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