Promoting rich discussions in mathematics classrooms: Using personalized, automated feedback to support reflection and instructional change

Abstract

Talk moves can promote conversations that enable students' equitable participation in a rigorous learning environment. This study examined teachers' perceptions of the usability, utility, and accuracy of a web-based application that provides automated feedback on their use of talk moves. Pilot data from 21 teachers indicates mainly positive perceptions, with a trend of increasing talk moves despite variability in teachers’ use of the application. A case study of the most frequent user illustrates an ideal use case. Overall, these findings point to the promise of automated tools to support meaningful professional learning opportunities for teachers, leading to instructional change.