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Exploring Measurement through Coding: Children’s Conceptions of a Dynamic Linear Unit with Robot Coding Toys
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In: Education Sciences; Volume 12; Issue 2; Pages: 143 (2022)
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Advances in Global Education and Research: Volume 4
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In: University of South Florida M3 Center Publishing (2021)
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Influence of Early Childhood Education on Language Development and Visualization Process Skills of Primary One Pupils in Jos Metropolis Nigeria ...
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Influence of Early Childhood Education on Language Development and Visualization Process Skills of Primary One Pupils in Jos Metropolis Nigeria ...
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Companion Proceedings of the 7th South East Asia Design Research International Conference (SEADRIC 2019) ...
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Companion Proceedings of the 7th South East Asia Design Research International Conference (SEADRIC 2019) ...
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Anchoring number talks
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In: Faculty Journal Articles (2019)
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Abstract:
Number Talks (Parrish, 2010) have become a popular strategy for many teachers interested in establishing a culture of classroom discourse for developing number sense in their mathematics classrooms. Number Talks are traditionally a five- to fifteen-minute classroom discussion that follows a problem that children are asked to solve mentally. According to Berger (2017), when students are engaged in Number Talks, teachers “facilitate discourse among students about their thinking, help students build connections among strategies, and present students with opportunities to put their knowledge into practice as they solve problems” (p. 6). While it is known that Number Talks are a useful strategy, much of the published work for teachers about implementing Number Talks has been focused on upper elementary and beyond. Both books in the Making Number Talks Matter Series (Humphreys & Parker, 2015; Parker, Ruth & Humphreys, 2018) state that they are for grades 4-10 and 3-10 explicitly. While there may be more of a variety of the types of problems that can be posed to upper elementary students, there is a need for early elementary teachers to implement Number Talks. Yet we acknowledge that establishing a classroom culture of discourse and norms for classroom discussions looks different with six-year olds than with twelve-year olds. As a first-grade teacher who was initially skeptical that my students could engage in meaningful conversations during Number Talks, I will share how I used a literacy strategy to successfully implement Number Talks in my classroom.
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Keyword:
Anchor Charts; early elementary students; literacy strategies; mental mathematics; number sense; Number Talks; Science and Mathematics Education
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URL: https://digitalcommons.bucknell.edu/fac_journ/1606 https://digitalcommons.bucknell.edu/cgi/viewcontent.cgi?article=2672&context=fac_journ
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Talking about standardized units in preschool – supporting language and mathematical learning
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In: CERME11 ; Eleventh Congress of the European Society for Research in Mathematics Education ; https://hal.archives-ouvertes.fr/hal-02435329 ; Eleventh Congress of the European Society for Research in Mathematics Education, Utrecht University, Feb 2019, Utrecht, Netherlands ; www.cerme11.org (2019)
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Language hurdles on the way to an understanding of length in early mathematics education
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In: Proceedings of the IV ERME Topic Conference 'Classroom-based research on mathematics and language' (pp. 89-95) ; https://hal.archives-ouvertes.fr/hal-01856483 ; Proceedings of the IV ERME Topic Conference 'Classroom-based research on mathematics and language' (pp. 89-95), Mar 2018, Dresde, Germany ; http://www.mathematik.uni-dortmund.de/~prediger/ERME/18-ETC4_Proceedings-Complete.pdf (2018)
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Einflussfaktoren mathematischer Kompetenzen vor Schuleintritt ... : Influencing factors of mathematical competences before school entry ...
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Einflussfaktoren mathematischer Kompetenzen vor Schuleintritt ; Influencing factors of mathematical competences before school entry
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In: Empirische Sonderpädagogik 10 (2018) 4, S. 370-387 (2018)
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Integrating STEM into Preschool Education; Designing a Professional Development Model in Diverse Settings
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In: ETSU Faculty Works (2018)
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Preliminary Effects of a Preschool Stem Professional Development Model on Teachers’ Attitudes and Beliefs
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In: ETSU Faculty Works (2018)
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Effects of a Preschool Professional Development Model on Teacher Science and Math Knowledge
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In: ETSU Faculty Works (2018)
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Effects of a Math and Science Library-Based Bilingual Program on Preschoolers, Their Families, and the Library
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In: ETSU Faculty Works (2018)
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Didática da matemática em cursos de formação de educadores e professores
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The duck is the biggest-kindergartners talking about measurement and magnitudes
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In: CERME 10 ; https://hal.archives-ouvertes.fr/hal-01937166 ; CERME 10, Feb 2017, Dublin, Ireland (2017)
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Inteligencia conectiva para la educación matemática infantil
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In: Comunicar: Revista científica iberoamericana de comunicación y educación, ISSN 1134-3478, Nº 52, 2017, pags. 29-39 (2017)
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Pre-Service Teachers’ Mathematics Language and Reflection in the Context of an Early Childhood Mathematics Methods Course
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