Date of Award
Action Research Project
Master of Arts in Education
Curriculum and Instruction
The action research study was conducted in four kindergarten classrooms, involving seventy-seven students and four classroom teachers. This investigation was intended to examine the effects of using math talks to improve the quality of math instruction. In order to implement math talks the teachers participated in fifteen hours of math talks coursework. Teachers were surveyed to gather baseline data to rate current math instruction experience. Teachers also completed weekly reflection surveys and were asked to communicate thoughts in relation to math instruction. Ten random students were surveyed to determine response to math. Four math talks lessons were video recorded and a daily observation journal was completed. After the research was completed, the teachers were surveyed again and data was reviewed to track changes. The results showed that math talks improved teacher perception of math instruction and curriculum, and that it encouraged positive student behaviors including engagement and articulation of thinking and reasoning. The results have shown that math talks have positively affected the math instruction of kindergarten learners.
Frank, Julie. (2013). The Effects of Using Math Talks to Improve Instruction in a Kindergarten Classroom. Retrieved from Sophia, the St. Catherine University repository website: http://sophia.stkate.edu/maed/12