Talking Mathematics: Supporting Children's Voices

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Pearson Education Canada, 1996 - Education - 168 pages
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Elementary mathematics is much more than the mastery of routine computations. Talking about invented strategies, finding patterns, and making conjectures are central to doing mathematics. In a classroom culture based on inquiry, communicating mathematical ideas in a variety of ways is vital to both children and adults.

The Talking Mathematics project, funded by the National Science Foundation, explored ways teachers support mathematical discourse in elementary classrooms. Here, the authors share their reflections as well as many recommendations of the project participants.

The book is designed for experienced elementary teachers and education students who are interested in supporting talk and building a culture of mathematical inquiry in the classroom. It highlights the role of talk in children's mathematics and shows ways to challenge and support children as they work. Three problems are included for teachers to try with their students, along with a selection of helpful readings. The approach is solidly based on theory and provides a practical framework and examples for teachers to use as they reflect on their practice.

Classroom teachers, university students in mathematics methods or research courses, and service providers or staff developers who are planning teacher development experiences will find this book of great interest and value.

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Contents

SUPPORTING CLASSROOM TALK
17
READINGS
41
I Thou and It
87
Copyright

4 other sections not shown

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About the author (1996)

REBECCA CORWIN, principal investigator for the Talking Mathematics project, has worked as a fifth-grade teacher, staff developer, college professor, researcher, and curriculum developer. She is currently a professor of education at Lesley College in Cambridge, Massachusetts. Corwin collaborates with both preservice and inservice teacher groups.JUDITH STOREYGARD has backgrounds in special education, classroom observation, and classroom teaching. At TERC, she has worked as senior research associate on Literacy in Science Context and the curriculum project Investigations in Number, Data, and Space.SABRA PRICE has been a teacher and has worked in educational program evaluation, teacher training, and curriculum development. She is senior research associate at both TERC and the Program Evaluation and Research Group at Lesley College.

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