Abstract
In this study, I worked with five third grade teachers and their students to investigate the question: how are number talks enacted to advance the developmental trajectories of math-talk learning communities? Findings from this study revealed (a) number talks can be enacted across all the developmental levels of a math-talk learning community, (b) variations of number talks supported teachers to intentionally build the sociomathematical norms needed for math-talk learning communities, and the (c) whole group discussion phase energized teachers to move toward a classroom community centered on discourse. In sum, how number talks were enacted supported teachers in building rich math-talk learning communities.
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