Jessica H. Hunt, Beth MacDonald, Rachel Lambert, Trisha Sugita, and Juanita Silva
Anticipating and responding to learner variability can make using talk moves complex. The authors fuse Universal Design for Learning (UDL), differentiation, and talk moves into three key planning and pedagogy considerations.
Wendy Bray and Luz Maldonado
Talking about a structured series or string of basic fact problems is a strategy that presents collaborative opportunities for students to explore relationships among related reasoning strategies.
Christine Newell and Chase Orton
Present interesting visual images and open questioning structures to compel students toward powerful authentic mathematical discussions.
Kathryn B. Chval and Rachel J. Pinnow
A third-grade teacher orchestrates mathematical materials, tasks, and talk to engage her emergent bilingual learners and foster both academic content and linguistic development.
Gwendolyn M. Lloyd, Mary Jayne Coon-Kitt, Hayley Hassinger, and Katie Roth
A preservice teacher’s initial experiences facilitating mathematics discussions during her internship demonstrate how they offer students a chance to articulate strategies and reasoning; extend understandings through exposure to new ideas; and make connections among concepts, methods, and representations.