Literaturnachweis - Detailanzeige
| Autor/in | Bailey, Jodie A. |
|---|---|
| Titel | Building on Student Assets through Number Talks |
| Quelle | In: Mathematics Teacher: Learning and Teaching PK-12, 116 (2023) 7, S.529-532 (4 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0025-5769 |
| Schlagwörter | Mathematics Instruction; Teaching Methods; Grade 7; COVID-19; Pandemics; National Competency Tests; Group Discussion; Problem Solving; Classroom Communication; Prior Learning; Concept Formation; Thinking Skills; Numeracy; National Assessment of Educational Progress |
| Abstract | The COVID-19 pandemic has affected student learning; according to the National Assessment of Educational Progress (2022), scores for students in the United States have shown a decline in mathematics. . One way educators can strengthen students' current mathematical knowledge and bridge to new content is through Number Talks. Number Talks are brief whole-class discussions that focus on using mental mathematics to develop number sense and reasoning about mathematical strategies (Humphreys & Parker, 2015). Students have the opportunity to solve problems any way that makes sense to them and to share strategies through classroom discourse. This article describes how Jodie A. Bailey used Number Talks as an asset-based approach to build on students' prior knowledge and make connections across strategies in a Grade 7 mathematics class to address unfinished learning that occurred as a result of the COVID-19 pandemic. (ERIC). |
| Anmerkungen | National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191. Tel: 800-235-7566; Tel: 703-620-9840; Fax: 703-476-2570; e-mail: publicationsdept@nctm.org; Web site: https://pubs.nctm.org/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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