Opportunities to collectively reason about numbers while building connections to key conceptual ideas in mathematics: Examining the questions used by teachers studying and implementing Number Talks

Abstract

Teachers' questioning practices play a pivotal role in shaping classroom discussions. Analysis of 30 Number Talks from classrooms across the US reveals the majority of teachers' questions helped to surface student strategies (confirm, elaborate, invite questions), but did not provide opportunities for students to collectively reason about numbers while building connections to key conceptual ideas in mathematics (connect, justify, orient questions). Data excerpts illustrate how questions can be used to support this reasoning. Implications include the need to focus on pedagogical and content knowledge centered in student mathematical thinking within professional development to develop teachers’ ability to support this reasoning.