Implementing Number Talks in the Second Grade Mathematics Curriculum
Location
Walsh B
Proposal Track
Practice Report
Session Format
Presentation
Abstract
Abstract
This paper is the final project for a master’s degree in Curriculum and Instruction that describes the implementation of mental math strategies in elementary pedagogy. This project began with an analysis of an elementary school’s mathematics curriculum and the instructional practices of the school’s seven second grade teachers. Through classroom observations, analysis of student test scores, surveys and interviews a change process was designed to bring a more student centered approach to the mathematics instruction. The Number Talks strategy is intended to promote deeper learning and increase motivation in students. The approach develops the student’s mathematical process and proficiency while they engage in daily mental mathematics exercises. Students use computational math skills to solve problems as well as reasoning and metacognitive skills to sharing their strategies and thinking about mathematics. This strategy helps students to develop flexible mathematical thinking based in accuracy and efficiency important to the Georgia Standards of Excellence and the Standards for Mathematical Practice. The design of the change process includes the purpose and rationale, a review of the literature and an implementation plan using the CBAM method to support the execution of the Number Talks strategy in the classroom.
Keywords
elementary mathematics, mental math, Number Talks
Recommended Citation
Mazzolini, Sandra, "Implementing Number Talks in the Second Grade Mathematics Curriculum" (2016). Georgia Educational Research Association Conference. 52.
https://digitalcommons.georgiasouthern.edu/gera/2016/2016/52
Implementing Number Talks in the Second Grade Mathematics Curriculum
Walsh B
Abstract
This paper is the final project for a master’s degree in Curriculum and Instruction that describes the implementation of mental math strategies in elementary pedagogy. This project began with an analysis of an elementary school’s mathematics curriculum and the instructional practices of the school’s seven second grade teachers. Through classroom observations, analysis of student test scores, surveys and interviews a change process was designed to bring a more student centered approach to the mathematics instruction. The Number Talks strategy is intended to promote deeper learning and increase motivation in students. The approach develops the student’s mathematical process and proficiency while they engage in daily mental mathematics exercises. Students use computational math skills to solve problems as well as reasoning and metacognitive skills to sharing their strategies and thinking about mathematics. This strategy helps students to develop flexible mathematical thinking based in accuracy and efficiency important to the Georgia Standards of Excellence and the Standards for Mathematical Practice. The design of the change process includes the purpose and rationale, a review of the literature and an implementation plan using the CBAM method to support the execution of the Number Talks strategy in the classroom.
