Number Talks Vs. Math Talks
Number Talk is a term used to describe classroom conversations around purposefully crafted computation problems that provide opportunities for the class to share their mathematical thinking. Essentially, learning from each other and how we think and ‘do math’. The term was first used by author Sherry Parrish in her book “Number Talks; Helping Children Build Mental Math and Computation Strategies” in 2010.
Often as educators we use different terminology to describe these experiences in our classroom practice. Number routines, Math Talks, Minds On and Number Talks are a few common phrases.
For the sake of consistency within LKDSB, we offer to define the difference between what is considered to be a Number Talk vs. Other Math Talks in the wider Math Community of Experts.
To foster flexible Math thinking both Math Talk and Number Talk Conversations should become a regular part of Math instruction for students.
Number Talk
A number talk is a structured mini-lesson using carefully chosen numbers that intentionally supports computational fluency (strategy based). This may or may not be part of the main math lesson, and is based on number strings.
An example of purposeful number strings might look like the following:
Eg., 19 + 2 (This string supports the strategy: Getting to a landmark {friendly} number)
19 + 5
19 + 8
19 + 12
Eg. 1/4 of 16 (This string supports the strategy: Partial Products using fractions)
1/2 of 16
3/4 of 16
Eg. (This string supports the strategy: Grade 1: Making Tens using Double Ten Frames)
Math Talk
In contrast, a math talk is a structured conversation about a math topic, usually related to the main math lesson. It is focused on mathematical concepts rather than operational strategies.
There are a number of math talk resources available online to offer great opportunity for classroom discussion and student voice. Here are just a few of the websites that can be used for engaging students in mathematical conversation.
