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

Aki Murata; Jody Siker; Bona Kang; Evra M. Baldinger; Hee Jeong Kim; Mallika Scott; Kathryn Lanouette

doi:10.1080/07370008.2017.1362408

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

Aki Murata^*
, Jody Siker
, Bona Kang
, Evra M. Baldinger
, Hee Jeong Kim
, Mallika Scott
, Kathryn Lanouette

^*Corresponding author for this work

Research output: Contribution to journal › Article › peer-review

26 Citations (Scopus)

Abstract

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.

Original language	English
Pages (from-to)	290-316
Number of pages	27
Journal	Cognition and Instruction
Volume	35
Issue number	4
DOIs	https://doi.org/10.1080/07370008.2017.1362408
Publication status	Published - 2017 Oct 2
Externally published	Yes

Bibliographical note

Publisher Copyright:
© 2017 Taylor & Francis Group, LLC.

Keywords

Elementary education
instructional improvement
mathematics education
student discourse
teacher learning

ASJC Scopus subject areas

Applied Psychology

Access to Document

10.1080/07370008.2017.1362408

Cite this

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abstract = "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.",

keywords = "Elementary education, instructional improvement, mathematics education, student discourse, teacher learning",

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AU - Kang, Bona

AU - Baldinger, Evra M.

AU - Kim, Hee Jeong

AU - Scott, Mallika

AU - Lanouette, Kathryn

PY - 2017/10/2

Y1 - 2017/10/2

N2 - 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.

AB - 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.

KW - Elementary education

KW - instructional improvement

KW - mathematics education

KW - student discourse

KW - teacher learning

UR - https://www.scopus.com/pages/publications/85029646180

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

Abstract

Bibliographical note

Keywords

ASJC Scopus subject areas

Access to Document

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