Examining Number Talks with Secondary Preservice Teachers
Abstract
This paper shares an investigation of the impact of Number Talks on secondary preservice teachers’ number sense. Quantitative data was collected and analyzed regarding preservice teachers’ number sense. Statistical analysis showed a significant increase in the number of strategies preservice teachers used to solve a mental mathematics problem. After experiencing Number Talks, nearly all of the preservice teachers responded that they would consider using Number Talks in their classrooms. Implications of the use of Number Talks with secondary preservice teachers are discussed.
References
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