by Amy Ray and Alma L. Contreras-Vanegas

Mathematics is sometimes viewed as having its own language because learners use subject-specific vocabulary, structures, and patterns to express their thinking. English learners (ELs) may feel reluctant to engage in mathematics discussions because they are intimidated by the thought of communicating mathematically in what can seem to be yet another language. Number talks (Parrish, 2010) foster a learning community focused on promoting student-driven strategies, communicating reasoning using multiple representations, and learning from mistakes.

Audience: Elementary Teachers

Number talks are 5- to 15-minute classroom discussions on mathematics problems that have multiple solutions or solution pathways. Students brainstorm as many solutions as they can and share out to the class. The following guidelines help establish number talks as a classroom practice.

1. Establishing Number Talk Norms

Be sure that students are in close proximity to each other. This promotes number talks as a community practice, not something students complete individually at their desks. Provide explicit expectations for participation in number talks: 

• Try to solve the math problem in your head before using paper/pencil!

• Using your fingers on your hand, show how many different strategies you’ve come up with for the problem. Then, share out!

• All answers help our thinking and understanding—there are no “wrong” answers!

2. Choosing Number Talks

Find number talk ideas in existing materials. For example, the following problem can be used to develop fluency with small numbers by providing practice counting, recognizing quantities in multiple ways, and composing larger values from combinations of smaller values.

   ➣ How many flowers do you see? How do you see them?

 

3. Implementing Number Talks

As the class moves through a problem or sequence of problems, be sure to:

• Provide Wait Time: Students need sufficient time to complete at least one mental strategy. The goal isn’t speed; student strategy/strategies are the objective. 
• Record Student Thinking: Anticipate strategies students might use, but be open to new strategies. Record their thinking on the board. For this example problem, student strategies could be recorded by circling the arrangements students see:

• Promote Student Communication: Students are not only sharing strategies with the teacher, they are sharing new ways of thinking with classmates. Consider using “turn and talk” or “think/pair/share” to get students communicating with each other. 

4. English Learner Language Support

Number talks provide ELs an opportunity to engage in academic discussions about mathematics. These strategies will support their participation:

• Sentence Frames: Providing sentence frames lessens the cognitive load. For example: 

• “I see ____ groups of _____ flowers.”
• “Another way I see the flowers is_____ groups of ______ flowers.”
• “My counting strategy is similar/different from yours because ________.”

• Student Partners: Provide students an opportunity to talk with a peer who is appropriate for their EL proficiency level. For example, an advanced EL can be paired with an intermediate EL. 

• Lower the Affective Filter: Sharing ideas with a partner provides rehearsal time before sharing with the full class.

• Use Visuals: Have a poster with written instructions and pictures. Use word walls for math vocabulary. 

Number talks are a great way to encourage all students to think and talk about mathematics as part of a classroom community. The strategies detailed here offer guidelines for designing number talks that support ELs in developing mental mathematics skills, using multiple pathways to solve problems, and communicating ideas and strategies to others. 

Reference

Parrish, S. (2010). Number talks: Helping children build mental math and computation strategies, grades K-5. Sausalito, CA: Math Solutions.

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Amy Ray, PhD, is an assistant professor at Sam Houston State University in the School of Teaching and Learning. Her research interests include student-driven mathematics instruction and assessment.

Alma L. Contreras-Vanegas, PhD, is an assistant professor at Sam Houston State University in the School of Teaching and Learning. Her research interests include ELs’ experiences as learners.

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