St.

Catherine University
SOPHIA

Masters of Arts in Education Action Research Education

Papers

8-2019

The Effects of Daily Math Talks on Number Sense Development in

a Kindergarten Clasroom
Hallie Keenan

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Recommended Citation
Keenan, Hallie. (2019). The Effects of Daily Math Talks on Number Sense Development in a Kindergarten
Clasroom. Retrieved from Sophia, the St. Catherine University repository website:
https://sophia.stkate.edu/maed/328

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Running Head: ​MATH TALKS AND NUMBER SENSE 1

​The Effects of Daily Math Talks on Number Sense Development in a

Kindergarten Classroom

Submitted on July of 2019

In fulfillment of final requirements for the MAED degree

Hallie Keenan

Saint Catherine University

St. Paul, Minnesota

Advisor___________________________ Date__________________________
MATH TALKS AND NUMBER SENSE 2

Abstract

The purpose of this research was to determine the impact that daily Math Talks have of the

number sense development of Kindergartners. The study consisted of 22 Kindergarten students

in a midwestern school. The data was collected over the course of four months using pre- and

post-intervention self-assessments, observational teacher notes, NWEA standardized test scores,

and Seesaw video recordings. Results show a positive correlation between daily Math Talks and

increased number sense skills. The data shows positive effects on foundational number sense

skills and mathematical ability and can be actively integrated into classrooms to help support

student achievement and growth. It is my recommendation that daily Math Talks are

implemented over the course of the school year as a part of daily classroom routines.

Keywords:​ mathematics, number sense, math talks

MATH TALKS AND NUMBER SENSE 3

When looking into the day of a Kindergarten classroom, one subject that most would see

being taught is math. Also, it would be expected to observe a large amount of discussion, talking

amongst students and teachers. Research has shown the importance of class discussions and

conversations, along with the development of math skills in younger grades. What if these two

vital life skills are put together? Teachers have been using classroom discussion as a teaching

strategy for many years, but it is not frequently associated with mathematics. Talking about math

and using mathematical strategies has a positive impact on student achievement.

Math Talks are short whole-group conversations revolving around using various

mathematical strategies and concepts. The focus is not on the answer but rather the process,

which encourages students to develop the ability to see the relationships between numbers and

utilize various strategies. These Math Talks help teachers to promote foundational number sense

skills in their students. The focus is on solving problems mentally and then sharing answers and

strategies with others. From the age of 5, students learn the importance of the fluidity of numbers

and the many different ways that they can solve a problem. Implementing Math Talks gives

students the ability to grow their conceptual understanding of mathematics, as opposed to only

solving problems using memorized procedures. In the classroom, Math Talks have been shown

to help students develop a deeper understanding of how numbers work along with building a

greater sense of confidence in their mathematical abilities.

A strong ‘number sense’ is the ability to think fluidly and flexibly with all numbers along

with understanding how numbers relate to one another within the number system. People with a

good sense of numbers have the ability to see the world in number terms and quantity, and have
MATH TALKS AND NUMBER SENSE 4

the ability to interpret when, for example, 50 is a large amount or when it is not (Shumway,

2011). By promoting the fluidity and relationships between numbers at a young age, students can

build confidence in their mathematical abilities along with creating a strong base of knowledge

of the multitude of ways a problem can be solved.

Research shows that number sense is a strong predictor of later mathematical success and

low number sense in primary grades can lead to later mathematical difficulties (Witzel,

Ferguson, & Mink, 2012). In addition, many schools stress the importance of these skills and

integrating additional practice to build foundational number sense skills in their elementary

students. Number sense is a thought process, and personalized to each individual, with the

development being a lifelong process. With number sense development being unique to each

student, teachers address these skills in many different ways. It is difficult for teachers to address

the need to develop crucial number sense skills while only following the provided curriculum.

According to Parrish (2010), increasing whole-group mathematical discussions within

elementary classrooms, while incorporating strategy sharing among students will positively

impact the number sense of students. Though there is research showing the importance of

number sense skills, many curriculums do not provide and promote adequate development of

these skills in Kindergarten students. Many students possess the procedural skills to solve

various math problems but lack the knowledge of how and why they are using these procedures.

Consequently, there is a need to gather information and data using outside resources to introduce

Kindergarten students to various mathematical strategies and learning to verbally share their

ideas and thoughts with others. Through these daily discussions and problem solving, students

will develop an understanding of the fluidity of numbers, by being able to compose, decompose,
MATH TALKS AND NUMBER SENSE 5

subitize, and represent numbers in several ways. By using these strategies, students will be able

to solve mathematical problems in a multitude of ways, building a strong foundational sense of

numbers to be used for in their future mathematics. Therefore, the purpose of this action research

project is to explore the impact of math talks on the number sense skills of Kindergarten

students.

Theoretical Framework

Cognitivism, as a learning theory, states that learning is an active cognitive process that

focuses on the internal processes and mental connections that take place during learning.

Cognitive learning maintains that prior knowledge and mental processes play a large role in

overall learning (Yilmaz, 2011). This theory places emphasis on what learners know and how

they acquire the information instead of what they do with the learning/the external outcome.

Cognitivism highlights the idea of making known information meaningful and using a learner’s

schema to help organize new learning and relating new learning to prior knowledge (Yilmaz,

2011).

Math Talks allow a teacher to use cognitivism to help students refine their thinking

process. By challenging students to mentally recall and use different mathematical strategies,

students are activating their prior knowledge while also building upon their schema to learn and

observe additional strategies. As a whole, Math Talks focus on the internal thinking process of

students, which is a key aspect of cognitivism. Cognitive learning theory helps shape the overall

development of this study through utilizing students’ prior knowledge, along with verbally

explaining students’ internal problem solving skills and thinking processes.

MATH TALKS AND NUMBER SENSE 6

With using students’ prior knowledge and schema, they are able to further their overall

number sense development, a skill essential to mathematical success. Throughout this study,

many aspects of cognitive learning theory were utilized with a focus on students verbalizing their

thinking. Daily Math Talks concentrate on providing students with the ability to explain their

ideas and thought processes, a key aspect of cognitivism. By explaining their ideas and

strategies, students have the opportunity to further develop the foundational number sense skills

at a young age.

Literature Review

Number sense is a complex but essential skill for young children to develop (Witze et al.,

2012). Without a proper foundation in number sense, it becomes increasingly difficult for

students to make computations and identify the relationships between numbers (Pittalis et al.,

2018). As students build foundational number sense skills, mathematics take on more meaning

and understanding (Shumway, 2011). When mathematics becomes more than rote memorization

and numbers, students can actively apply these skills in their lives outside of the classroom. As

students develop further understanding of how numbers relate to each other, number sense

deepens and mathematical achievement rises. According to Witzel et al. (2012), number sense in

primary grades is a reliable predictor of mathematical achievement in upper grades. The

development of a young child’s number sense is linked to mathematical achievement in a similar

way that phonological awareness has been linked to reading proficiency. Mathematical

achievement is necessary to succeed in many current and future career paths and daily activities,

as society’s focus on technology and mathematical reasoning grows (Lago & DiPerna, 2010).

Components of Number Sense

MATH TALKS AND NUMBER SENSE 7

Number sense encompasses several larger foundational mathematical concepts. When put

together, these components make up the essential skills of mathematics that students will build

on in their future years of education. According to Jordan, Kaplan, Olah, & Locuniak (2006),

there are six key components that makeup number sense as a whole. These components are: 1)

counting, 2) number knowledge/identification, 3) number relationships and patterns, 4)

estimation, 5) quantity/magnitude discrimination, and 6) fluency with numbers.

Counting is one of the first skills developed in early mathematics. When children are

young, counting aloud is similar to singing a memorized song. While they know the names of the

numbers, they likely do not understand the full meaning behind the counting principle. Although

many students enter Kindergarten being able to count to ten, this does not encompass all aspects

of counting in early elementary grades. There are several different variables of counting. To

develop proper number sense, students need to master all principles of counting (Linder &

Powers-Costello, 2011). One-to-one correspondence is the ability to be able to count objects

individually, along with attaching a counting/number word to each object. This is attained when

students realize the stable order of numbers, which means that no matter what number they start

counting at, they know the order will remain the same. Another aspect of counting is the order

irrelevant principle. This attribute explains that the number of objects will not change, no matter

what order they are counted in and how they are counted. Cardinality is another essential element

of counting. This is achieved when a child can identify how many objects are in a group without

individually counting them.

Shumway (2011) enumerated three major areas of numeracy. One of these areas is basic

number knowledge and identification. This means that a student knows what a number represents
MATH TALKS AND NUMBER SENSE 8

and is able to correctly name and write the number. Recognizing relationships between numbers

and the overall pattern to numbers is an equally important aspect of number sense. Students

understand that there is a pattern to all numbers that never changes. This component of number

sense builds overall number combination fluency and automaticity.

The third component of number sense is estimation. Students use their number

knowledge every time they make an accurate estimate. Along with being able to estimate,

students need to understand the concepts of quantity and magnitude. Quantity is the knowledge

that mathematics is not just about an individual number but about the amount/quantity that the

number represents. Magnitude is the ability to make comparisons between two numbers. With

strong number sense, a student sees the number 50 and knows that 50 students in a classroom is a

large amount while 50 grains of rice is a small amount (Shumway, 2011). Strong number sense

allows students to use numbers to make comparisons and formulate a mental number line.

Lastly, fluency with numbers is a critical aspect of number sense. This is the ability to

compose and decompose numbers without thinking, with automaticity. In order to be on track

with developing a strong number sense, students should be able to compose and decompose

numbers 1-10 in the early elementary years, before 3rd grade (Kline, 1998). This ability allows

students to be flexible and effective in their problem-solving skills.

Development of Number Sense

How can teachers best support students, when number sense encomasses many

foundational skills? The teaching of number sense requires a conscious, well-planned effort by a

teacher (Tsao, 2011). Every student’s number sense is unique and a direct by-product of teaching

for understanding (Pittalis et al., 2018). Teachers need to go beyond flashcards and simple
MATH TALKS AND NUMBER SENSE 9

visuals. To best support their students’ learning, teachers must guide and model thinking,

language, mathematical strategies, and number representations (Parrish, 2010). There are three

mathematical interventions that are research-based and proven to support and guide number

sense development in Kindergarten students. These three interventions include intentional

subitizing practice, a number of the day routine, and daily math talks.

Subitizing is the ability to quickly name the quantity of objects/dots without having to

count. Concrete subitizing skills are linked to later mathematical achievement along with being a

strong predictor of mathematical abilities (Newbury, Wooldridge, Peet, & Bertelsen, 2015). One

way to teach subitizing skills in the classroom is through the use of quick images. These can be

dot pattern cards, dominoes, or ten frames. Teachers show students the picture for a few seconds

and challenge the students to name the quantity that they saw. By only showing an image for a

short time, it diminishes the tendency to count objects by ones and encouraging students to

recognize groups of numbers (Shumway, 2011). By fostering subitizing skills within the

classroom, students are encouraged to find different ways to picture a number and describe what

they see. This intervention promotes collaboration and discussion of ideas. Through this practice,

students dramatically increase their number fluency and recognize the flexibility of numbers

(Kline, 1998).

In addition to incorporating subitizing into a classroom, teachers can also integrate a

number of the day routine into their lessons. Having a number of the day is an opportunity for

students to recognize that there is not one right way to express a number. Students are challenged

to represent a number with pictures, words, different equations/combinations, and any additional

was that they discover (Burton, 2010). Through this daily activity, students can practice, model,
MATH TALKS AND NUMBER SENSE 10

and reinforce various math skills and mathematical language. This intervention supports and

encourages students to think of a number in a variety of ways along with how it can be composed

and decomposed into other numbers.

Along with representing a number in many ways, this intervention also allows teachers

to enhance mathematical vocabulary and conversations. Teachers can expand their students’

thinking through questions such as “When is ____ big?” and “When is _____very little?” By

incorporating these questions, students are encouraged to relate these numbers to different

scenarios in their own lives (Shumway, 2011). The Number of the Day intervention gives

students the opportunity to relate a number to their own lives and identify how quantities are

composed. With thorough modeling, students can represent a number with coins, tally marks,

pictures, equations, and any additional ways to make a number. When utilizing this strategy,

teachers encourage students to think about a number in various situations and meanings. Students

can expand their thinking beyond the number itself and look at its magnitude, size, and

relationships with other numbers. Students are able to realize that a number can mean different

things in many different situations (Shumway, 2011).

Another useful number sense intervention is the implementation of daily math talks in the

classroom. Teachers can guide mathematical discussions and understandings through math talks.

Through thinking aloud and posing specific questions, teachers can model how many different

ways and strategies there are to solve a problem (Newbury et al., 2015). Some of the benefits of

Math Talks include 1) giving students the ability to clarify and explain their own thinking 2)

providing students with a multitude of effective problem solving strategies 3) demonstrating the

relationships between numbers in a meaningful way 4) being exposed to and testing different
MATH TALKS AND NUMBER SENSE 11

strategies, then deciding if they are logical in a mathematical sense and 5) gaining the ability to

choose which strategy would be most logical for specific problems (Parrish, 2010). By being

actively engaged in mathematical thought and language, students will develop higher

competencies—classroom lecture is exchanged for learners talking, sharing ideas, and learning

from one another. Through these conversations, students are encouraged to express their views

using mathematical vocabulary and accurately justify their thoughts to others (Walshaw &

Anthony, 2008). By verbalizing mathematical reasoning, students can identify their thinking,

which discourages impulsive math problem-solving skills (Witzel et al., 2012).

Mathematical Difficulties with Poor Number Sense

Given the benefits of developing a strong number sense, what happens when a student

does not learn these foundational skills? Students with poor number sense have difficulties and

are at a higher risk for struggles and mathematical failure. Some of the identifiers of poor

number sense include the inability to subitize, and struggling to identify relationships between

numbers. Many mathematical learning difficulties can be related to number comparisons,

relationships, and counting skills (Sood & Jitendra, 2011). Number sense is a skill that develops

over the course of several years and matures and strengthens with practice and experience. If a

student is missing critical aspects of foundational number sense, they are less likely to achieve

the same level of success and understanding of later, more advanced mathematical skills (Pittalis

et al., 2018). Studies have indicated that number sense development is a strong predictor of

mathematical achievement and difficulties in higher grades ex: especially 3​rd​ grade, with more

advance number computation and problem-solving skills (Yilmaz, 2017). With gaps forming

without number sense skills, Jordan et al. (2006) study shows that early intervention in
MATH TALKS AND NUMBER SENSE 12

Kindergarten and 1st grade is an ideal time. Studies by Sood and Jitendra (2011) have also

shown that students with number sense interventions in Kindergarten outperform students in

mathematical tasks and number identification skills.

Through intensive research and finding peer-reviewed articles relating to number sense,

there were several key findings that emerged. Giving students the support and opportunity to

build a strong background in their number sense skills sets them up for further mathematical

success and the ability to build upon these skills (Yilmaz, 2017). According to Lago and DiPerna

(2010), it is best to intervene before any mathematical problems arise. The sooner an issue is

identified, the fewer gaps will form. There are several interventions that teachers can use to

foster number sense in their students. Some of these strategies include developing subitizing

skills, setting up a number of the day routine in the classroom, and incorporating math talks into

each day.

Through this research, teachers can discover the importance of developing number sense

skills in our students. When engaged in meaningful, intentional mathematical learning

experiences in early grades, students are much more likely to participate and excel in

mathematical learning in the upper grades. Through these mathematical experiences, students

will learn vital skills that are crucial for not only navigating higher education but for navigating

through life’s demands (Linder & Powers-Costello, 2011).

Methodology

This study was conducted in a regular education Kindergarten classroom with 22

students. Several pieces of data were gathered during, before, and after the research. The

Kindergarten students were assessed using the Northwest Evaluation Association (NWEA) K-2
MATH TALKS AND NUMBER SENSE 13

Math test. This test is designed to assess mathematical abilities of students, while being able to

highlight key skills that students need additional support with along with focusing of the areas

where they excel. Students took a baseline NWEA test at the beginning of the school year and

then took the NWEA test again in the spring. This is a standardized and required test that

assesses students overall abilities and their growth over the course of the school year. Teacher

observational notes were taken during Math Talks that recorded: overall student participation,

strategies used to solve problems, willingness to share ideas, and the problem posed to students.

In addition, a self-assessment was given to students prior and after the study to compare any

shifts in their overall attitudes towards math, and their confidence and interest in using different

strategies along with sharing them with the class.

The population for this action research study was Kindergarten students at a small K-8

parochial school in the Twin Cities area. The sample included 22 Kindergarten students from the

end of January to April. In this sample, there were 14 females students and 8 male students. Of

these 22 students, there were 5 ELL students and no special education students. The study was

integrated into regular class time, as a supplement to the mandated mathematics curriculum.

The first method of collecting data for this study was pre- and post- self-assessments. The

students were asked to record their thoughts and perceptions about their math skills by answering

five specific questions. These questions were designed to gather information about each

student’s feelings towards math and how comfortable they are with sharing and talking about

mathematical strategies. The Kindergarten students circled their feelings using 1-5 picture scale

with 1 being not at all/a negative response to 5 being very positive/a strong response. The

statements included: “I can solve math problems,” “I am good at math,” “I can explain how I
MATH TALKS AND NUMBER SENSE 14

solve math problems,” “I can use different strategies to solve math problems,” and “I like to

share how I solve math problems with others.” (see Appendix A). The researcher read all

questions aloud to ensure that all students heard the question and answered the correct statement.

The same self-assessment was administered both pre- and post- research to gauge students’

beliefs and attitudes about mathematics and to track any possible shifts in responses.

Once the pre-self-assessment was administered, it was time to start the Math Talks. Each Math

Talk coincided with mathematical strategies from Sherry Parrish’s (2010) ​Number Talks: Whole

Number Computation.​ This text was used throughout planning to align problems and to introduce

students to a variety of mathematical strategies. Math Talks were implemented as a warm-up for

our daily math lesson and are designed to last anywhere from 10-15 minutes. Math Talks were

done with students sitting on a carpet, with the teacher in front of them.

Math Talks began with the teacher and students reviewing the procedure and naming off

possible strategies that can be used to solve problems. After the quick review, a problem was

written on a Clevertouch board, it was read aloud by the teacher, and then, students were given

time to solve the problem, along with thinking about which strategies they used to solve the

problem. Students were given think time and once they had come up with an answer, they would

hold up his/her thumb at their chest. If students quickly came up with a strategy they used/an

answer, they were challenged to try solving the problem using another strategy. This allowed

think time for students along with giving advanced math students an additional challenge. By

using a silent thumbs up, the students were able to indicate that they had come up with an

answer/strategy and it did not distract or overwhelm other students.

MATH TALKS AND NUMBER SENSE 15

Once students had sufficient time to work through the problem independently, usually

around 2 minutes, the teacher called on students to share the strategy that they used to solve the

given question. Students were challenged to not only give an answer but share how they got to

their answer. Prior to starting Math Talks, students learned about the importance of not only the

answer but, more importantly, their ideas and ways that they solved the problem. It was

important that students shared their thinking process with their classmates. Students were then

invited up to the Clevertouch board to share their strategy. Some students wrote their strategy on

the board while other students verbally explained their process. For each Math Talk, 4-5 students

shared their strategies. After students shared, the teacher concluded the Math Talk by focusing

on one specific target strategy. Some of these strategies included: making doubles, counting on,

counting back, using a number line, making 10, using fingers, and skip counting.

Throughout the Math Talks, the teacher recorded observations including: student

participation, strategies used, patterns noticed, misconceptions that needed to be retaught, along

with any other relevant information observed. All recorded information was logged in a Math

Talk Teacher Log (see Appendix B) and kept for later reflection and data analysis.

Throughout the study, students also recorded themselves solving math problems using Seesaw.

Students were recorded once the first week of the study, once during the 4​th​ week of the study,

and once during the final week of the study. Students were given a math problem, and then

recorded themselves and their thinking process using the Seesaw app. Students recorded

themselves verbally explaining their thinking process along with identifying the math strategy

that they chose to use and why they chose to use that strategy. The teacher was able to then
MATH TALKS AND NUMBER SENSE 16

watch their response, gauge their strategy use, compare their verbal responses pre- and post-

Math Talk intervention, and identify any similarities/differences with other students’ responses.

A fourth piece of data that was collected and compared were NWEA K-2 math test scores. These

standardized tests are mandatory and measure student growth in several key areas of

mathematics. Kindergarten students took this test in their 5​th​ week of school in the fall, in late

September. The Spring testing was completed the last week of April. Once Spring testing was

completed, all data was collected and analyzed. Using this data, the teacher was able to compare

and contrast the measurable growth and change in students’ mathematical abilities along with

observe strategy use during the test. Throughout the Fall and Spring tests, students had the

opportunity to use scratch paper to help them solve all problems. Any scratch paper was saved

for record of problem solving skills and mathematical strategy use.

The overall goal was to improve students’ use of mathematical strategies and increase

their comfort in verbalizing their ideas and methods to solve problems to increase overall number

sense. Over the course of the next section, data will be analyzed to help understand if the use of

daily Math Talks were beneficial to students’ number sense.

Analysis of Data

The raw data for this study was in many different forms including: standardized testing

scores, student self-assessment responses, teacher logs of short statements/notes, along with logs

containing mathematical strategies used. Pre- and post- self-assessment response data was logged

by student number, so that responses could be compared. Class responses for self-assessment

questions were averaged, in order to see the overall shift in student response, if there was one.
MATH TALKS AND NUMBER SENSE 17

Data gathered from Seesaw recordings was noted in a Google form, marking what

specific strategies used by each student. Strategy use was categorized by topics and target

strategy used. While recording and organizing data, common themes and strategies were noted as

categories. Data was categorized into several different strategies such as: making tens, counting

on/back, subitizing, using fingers etc.

Throughout the Math Talks, notes were taken by the teacher, recording participation and

strategy use. The teacher analyzed these notes, totaling how often each student participated,

along with noting which strategies were used the most and/if mathematical strategies were used

more effectively over the course of the intervention. Lastly, the NWEA standardized K-2 Math

test was given at the end of this study. Results of this test were logged and compared to Fall

results, focusing on the overall growth of students, if there was any.

The purpose of this study was to identify the effects of Math Talks on student number

sense development at a Kindergarten level. For this study, data was collected using a wide

variety of ways, making sure that both quantitative and qualitative data were accumulated. The

four primary sources of data were comprised of a pre- and post- self-assessment, 3 Seesaw

recordings of students solving problems and verbalizing their strategy use, NWEA standardized

testing results from Fall and Spring, and teacher observations, recorded in a teacher log.

The first research question that this study addressed examined the degree that daily Math

Talks and strategy use affect students’ number sense skills. This question was answered in two

different ways. One way that this question was answered was through the use of an observational

log, which kept track of student participation, strategies used, and any misconceptions that

students had throughout the Math Talks. The teacher noticed a trend of student engagement and
MATH TALKS AND NUMBER SENSE 18

participation throughout the use of daily Math Talks. Prior to the study, math period began with a

math warm-up such as choral counting, counting on, or skip counting with a neighbor. The

higher achieving students were not actively engaged, since they had mastered the material. The

Math Talk routine showed a high level of participation, at first from the higher achieving

students and as students became more confident in their ability to share ideas, lower achieving

students shared their ideas.

Prior to the study, students were often hesitant to share their answer and idea unless they

were positive that they had the correct answer. Through the use of Math Talks, students became

more willing to share their ideas and takes risks, even if they were not correct. The teacher and

class focused on how a problem was solved opposed to the correct answer. The teacher also

observed that throughout the study, many more students were actively participating and sharing

ideas. When the teacher asked for volunteers to share their ideas and strategies, there were often

only two or three volunteers at the start of the study. At the end of the study, the teacher found

that nearly every student wanted to share their strategy uses and ideas. Due to the high levels of

participation, the teacher would draw names of students to share their ideas, opposed to calling

on individual students. Students were encouraged to try solving the problem in different ways, to

show the uses of several different strategies. At the start of the study, students were consistently

using basic strategies such as counting on or using their fingers. By the end of the study, students

frequently used strategies such as skip counting and making groups of ten, which involve a more

complex understanding of numbers, along with greater number sense skills.

The researcher also used a pre- and post- self-assessment of students, which focused on

their attitudes and confidence in math, using strategies, and assessing student views on math. All
MATH TALKS AND NUMBER SENSE 19

five questions were rated using the Likert Scale (strongly agree to strongly disagree.) Once a pre-

and post- self-assessment were completed, all the results were averaged and charted in Figure 1

to compare the overall difference.

Figure 1.​ Classroom pre- and post- self-assessment results.

All five questions saw an increase in overall attitude and confidence in the use of

mathematical strategies, talking about math, along with students’ confidence in their own

mathematical abilities. When looking at the individual responses, there were no students that saw

decreases in any areas. Many students increased in at least 2 questions, while students who

ranked their feelings towards math as lower on the pre- self-assessment saw large gains. The

average ranking for all questions was a 4, which translates to agree. The two questions that

correlated to the research question the most where question #2 and #4.

Question #2 stated “I am good at math.” This question directly relates to student

confidence and attitude toward mathematics in general. Figure 2 highlights the responses of
MATH TALKS AND NUMBER SENSE 20

students to this question prior to the Math Talks intervention. 41% of students agreed that they

were good at math prior to the intervention while 37% of students were neutral or disagreed.

With 22 students surveyed, this means that there were 8 students that did not think they were

good at math prior to the intervention. Through this study, one focus was to boost overall

confidence in students, in terms of mathematical ability and problem solving skills.

Figure 2.​ Question #2 Results Pre-Intervention.

Question #2 post-intervention results showed a large amount of growth for the 22

students. By the end of the intervention, all students agreed or strongly agreed that they were

good at math. This data shows overall growth in student confidence and belief in their abilities.

By the end of the intervention, 45% of students strongly agreed that they were good at math,

while the remaining 55% of students agreed that they were good at math.
MATH TALKS AND NUMBER SENSE 21

Figure 3.​ Question #2 Post-Intervention.

The second question that showed a large amount of growth was questions #4 “I can use

different strategies to solve math problems.” As seen in Figure 4, the majority of students, 41%,

were neutral on their ability to use different mathematical strategies to solve problems. Pre-Math

Talk intervention, students had not been taught many different strategies, and the data showed

that a low 9% of students strongly agreed that they are able to use different mathematical

strategies, along with 14% of students strongly disagreed that they were able to use different

mathematical strategies.
MATH TALKS AND NUMBER SENSE 22

Figure 4.​ Question #4 Pre-Intervention.

The results of Question #4 post-intervention were largely different from the

pre-intervention results. All 22 students agreed or strongly agreed that they could use different

strategies to solve mathematical problems. 77% of students strongly agreed that they could use

mathematical strategies opposed to the 9% that strongly agreed in the pre-intervention

self-assessment. It could be deduced that through the implementation of daily Math Talks and

reviewing different mathematical strategies, students became more confident in their abilities and

more aware of different mathematical strategies through the repeated practice.

MATH TALKS AND NUMBER SENSE 23

Figure 5.​ Question #4 Post- Intervention

The last research question that this study addressed was if there was a direct correlation

between students’ ability to discuss how they solved a math problem and the outcomes on

mathematical assessments. To answer this question, the researcher compared standardized test

scores from Fall to Spring, which was taken directly after the Math Talk intervention. In

addition, the researcher also utilized Seesaw recordings of students solving math problems, to

track mathematical strategy use, problem solving skills, and overall outcomes of the assessment.

NWEA standardized test results offered information into the overall gains and growth in

mathematical skills over the course of the school year. This study was ongoing over four months

of the school year. When comparing the results of NWEA tests, there were no students that

scores went down and all students showed overall growth. The national average NWEA math

score at the end of the year in Kindergarten is 159.1, which the majority of students surpassed.
MATH TALKS AND NUMBER SENSE 24

19 out of 22 students scored higher than the national average score, which highlights the gains

made by students.

Figure 6.​ Classroom Fall and Spring NWEA scores

Another aspect of the NWEA math test scores that the researcher focused on was the

overall growth of students. The national average amount of growth was 19.1 points. When

averaging overall growth of this class, their average growth was 25.5 points. Figure 7 highlights

the breakdown of NWEA growth throughout the course of the year.

MATH TALKS AND NUMBER SENSE 25

Figure 7.​ Overall NWEA Growth from Fall to Spring

With the average growth being 19.1 points, there were 36% of students that fell within

that range. There were 37% of students (8 students) that grew by over 30 points. These students

were a combination of those that were low achieving in the Fall, along with higher achieving

students that scored in the 99% percentile in the Spring.

The fourth aspect of data that was used to report findings was Seesaw recordings of

students solving math problems given to them. Each problem was based on subitizing skills,

which is a prominent aspect of number sense development. Students were given a group of

objects and asked to identify the amount of objects that were there. Figure 8 shows the
MATH TALKS AND NUMBER SENSE 26

progression of strategies used by students.

Figure 8.​ Seesaw math strategies Observed from January to May

When comparing the mathematical strategies used in January compared to the

mathematical strategies used in May, it can be seen that there is a significant change between the

months. In January, nearly all students used counting all objects as their main strategy. Over the

course of the study, students shifted from using a basic strategy of counting all to more complex

strategies such as making groups of ten and skip counting.

Through analyzing all four of the data instruments, there is evidence that daily Math

Talks have a positive impact on Kindergarten mathematical abilities and overall number sense.

In the next section, an action plan will be addressed about what was been learned from

examining the data. The analysis includes the impact on student participation, confidence, and

how Math Talks have impacted student learning, along with how the results of this study will
MATH TALKS AND NUMBER SENSE 27

shift current teaching practices. In the action plan, recommendations of how Math Talks can be

integrated into a classroom, improvements to the current study, and what additional action

research studies could take place around number sense development and Math Talks.

Action Plan

After reviewing the data and results of the study, it is evident daily Math Talks had a

positive impact on Kindergartners’ number sense skills and self-efficacy of their capacity to be

successful at math. Over the course of this study, students were introduced and became familiar

with multiple mathematical strategies that provided them with the ability to improve their overall

number sense and further understand the relationships that numbers have with one another. At

the foundational Kindergarten level, when students are still learning the building blocks of

mathematics, daily Math Talks provide students with the opportunity to discuss their thinking,

ideas, and how numbers work with their classmates.

Based on the findings of this study, the following conclusions were drawn:

·​ D
​ aily Math Talks give students the opportunity to build a repertoire of efficient

mathematical strategies, which improve overall number sense skills.

·​ C
​ lassroom conversation surrounding daily Math Talks provides students with the

ability to make mistakes and analyze their individual thinking process.

·​ M
​ ath Talks boost student confidence in their mathematical ability and allow students

to think flexibly and efficiently when given a problem.

By giving students the ability to verbalize their ideas and thinking process, students

gained confidence in their abilities and were able to clarify their own thinking. One benefit of

students verbalizing their ideas was the ability to investigate their own thinking and
MATH TALKS AND NUMBER SENSE 28

misconceptions. During Math Talks, wrong answers happened daily. This provided students with

the opportunity to find misconceptions in their thinking along with the chance for students to

learn from their mistakes. Misconceptions provided the ability to analyze and question thinking.

This process helped develop the belief that mistakes happen and that everyone makes them.

Students discovered that they had the opportunity to learn from their mistakes. By learning from

their own mistakes, students had the ability to dig deeper into their ideas, thoughts, and were

guided classmates through similar misconceptions. Students began to play a key role in their own

learning, taking initiative and leading the overall conversation and lesson.

As shown in the data instruments provided, daily Math Talks helped to further challenge

higher achieving students, while helping the lower achieving students grow and develop their

skills. Through the use of daily Math Talks, students were able to direct their own learning,

which led to many in depth mathematical conversations. By students analyzing their own/their

classmates’ ideas, strategy use increased. By learning several key mathematical strategies,

students were able to see number in a more complex way, opposed to only seeing them in basic

forms. Students began to understand that numbers can be manipulated and represented in many

different ways. This discovery led to students developing a stronger foundational number sense,

which will help them with further mathematical instruction.

After much examination of the data, the researcher discovered the following

recommendations to further the overall number sense development and mathematical

achievement:

·​ D
​ aily Math Talks should be integrated into all primary classrooms, opposed to only

one Kindergarten classroom.

MATH TALKS AND NUMBER SENSE 29

·​ F
​ urther implementation of verbalizing mathematical ideas and thoughts should be

integrated into mathematics curriculum, in addition to traditional concepts.

·​ A
​ ll teachers will need adequate training and materials to properly facilitate Math

Talks, using the same method as the other teachers in the building.

·​ D
​ aily Math Talks should be introduced to students at the beginning of the school year

as a part of the daily routine.

By incorporating these changes into my school and classroom, Math Talks have the

ability to change the way students understand numbers along with giving teachers the

opportunity to provide in depth mathematics instruction. In the future, fellow teachers will be

invited into my classroom to participate in and observe Math Talks in action. By providing the

tools and the data, it is my hope that fellow primary teachers will want to implement Math Talks

into their classroom so that all students may reap the benefits of them. By implementing Math

Talks into other classrooms in my school, it is the hope that students will be able to reach their

full mathematical potential in the future and be adequately prepared for later mathematical

challenges.

Math Talks gave students the opportunity to grow in overall confidence, skill, and

problem solving skills. Throughout the course of this study, I observed students struggling one

week, discovering a new strategy, and then excitedly sharing a thought the next week. With this

growth, students had the chance to share their knowledge with classmates and further increase

their confidence. As students began to further strengthen their foundational number sense skills,

strategies became more in-depth and complex. With the development of students’ foundational
MATH TALKS AND NUMBER SENSE 30

number sense skills linked to later mathematical achievement, Math Talks set students up for

later success (Shumway, 2011).

I have developed a further understanding of the importance of developing the number

sense skills of my students. Mathematical achievement is a vital part of life for future careers and

the daily lives of students. By integrating Math Talks and mathematical reasoning skills into

their thought process at a young age, teachers are giving students the opportunity to thrive in

mathematics and problem solving. Just as students need to learn letter sounds prior to reading,

students need foundational number sense skills prior to learning more complex mathematics.

Throughout the course of preparing this study, implementing Math Talks, and analyzing

the data, the overall importance of using research and individual classroom data to help drive

instruction was clear. I plan on using the results of this action research project to develop more in

depth instruction surrounding mathematics and better supporting beginning number sense skills

in my Kindergarten classroom. This action research project provided me with the opportunity as

a teacher to further my own education and best practices. By implementing this study, not only

did my students have positive results, but I was able to deepen my own understanding of my

students’ thinking processes. This growth is something that will help my students in all areas of

their academics and personal growth for years to come.

MATH TALKS AND NUMBER SENSE 31

References

Burton, M. (2010). Five strategies for creating meaningful mathematics experiences in the
primary years. ​Young Children​ , ​65​ (6), 92–96. Retrieved from
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b=eric&AN=EJ929999&site=ehost-live
Faulkner, V. N. (2009). The components of number sense: An instructional model for teachers.
Teaching Exceptional Children, 41(​ 5), 24-25,27-30. Retrieved from
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Kline, K. (1998). Kindergarten is more than counting. ​Teaching Children Mathematics, 5​ (2), 84.
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4140666?accountid=26879
Jordan, N. C., Kaplan, D., Olah, L. N., & Locuniak, M. N. (2006). Number sense growth in
kindergarten: A longitudinal investigation of children at risk for mathematics difficulties.
Child Development,77​ (1), 153-175. doi:10.1111/j.1467-8624.2006.00862.x
Lago, R. M., & DiPerna, J. C. (2010). Number sense in kindergarten: A factor-analytic study of
the construct. ​School Psychology Review, 39​ (2), 164-180. Retrieved from
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8684749?accountid=26879
Linder, S. M., Powers-costello, B., & Stegelin, D. A. (2011). Mathematics in early childhood:
Research-based rationale and practical strategies. ​Early Childhood Education Journal, 39
(1), 29-37. doi:http://dx.doi.org.pearl.stkate.edu/10.1007/s10643-010-0437-6
Newbury, K., Wooldridge, D., Peet, S., & Bertelsen, C. (2015). From policy to practice: Laying
the foundation for future math success. ​Delta Kappa Gamma Bulletin, 81(​ 4), 8-17.
Retrieved from
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06873627?accountid=26879
Parrish, S. (2010). ​Number talks: Whole number computation.​ Sausalito, CA: Math Solutions.
Shumway, J. F. (2011). ​Number sense routines: Building numerical literacy every day in grades
K-3​. Portland, ME: Stenhouse.
Sood, S., & Jitendra, A. K. (2011). An exploratory study of a number sense program to develop
kindergarten students’ number proficiency. ​Journal of Learning Disabilities,46​(4),
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Tsao, Y.-L., & Lin, Y.-C. (2011). The study of number sense and teaching practice. ​Journal of
Case Studies in Education,​ ​2.​ Retrieved from
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Walshaw, M., & Anthony, G. (2008). The teacher's role in classroom discourse: A review of
recent research into mathematics classrooms. ​Review of Educational Research, 78(​ 3),
516-551. Retrieved from
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Witzel, B. S., Ferguson, C. J., & Mink, D. V. (2012). Number sense: Strategies for helping
preschool through grade 3 children develop math skills. ​YC Young Children, 67(​ 3),
89-94. Retrieved from
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Yilmaz, Z. (2017). Young children's number sense development: Age related complexity across
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67313078?accountid=26879
MATH TALKS AND NUMBER SENSE 33

Appendix A

Name: _____________________ 
Math Talk Self-Assessment 
 
I can solve math 
problems. 

 
I am good at 
math.  

 
I can explain 
how I solve math 
problems.  
 
I can use 
different 
strategies to 
solve math   
problems.  
I like to share 
how I solve math 
problems with 
others.    

 
MATH TALKS AND NUMBER SENSE 34

 
Appendix B

Math Talk Teacher Log 

 
Date:  Strategies Observed: 
  ❏Grouping by 10 
  ❏Using a number line 
  ❏Finding Doubles 
Math Talk Focus:  ❏Counting On/Back 
❏Counting All 
❏Counting on fingers 
❏Using a 100’s chart 
❏Other strategy 

Outline of Lesson:  Resources used: 

MATH TALKS AND NUMBER SENSE 35

Appendix B

Student Participation:  Student Notes: 

❏ 1 
❏ 2 
❏ 3 
❏ 4 
❏ 5 
❏ 6 
❏ 7 
❏ 8 
❏ 9 
❏ 10 
❏ 11 
❏ 12 
❏ 13 
❏ 14 
❏ 15 
❏ 16 
❏ 17 
❏ 18 
❏ 19 
❏ 20 
❏ 21 
❏ 22 
 

 
Reteach/Additional notes: