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7 students feel very confident
25 students feel somewhat confident
3 students feel not confident at all
The results connect directly to my research on how number talks affect 5th graders' confidence in math. With 71.4% of students feeling only somewhat confident and 8.6% not confident at all, it’s clear that many students struggle with feeling secure in math. Number talks are designed to help with this by giving students a chance to explain their thinking and explore different ways to solve problems. By doing so, number talks can help build confidence, moving students from feeling unsure to feeling more confident in their math skills.
4 students said “Almost never”
24 students said “Sometimes”
7 students said “Often”
The results directly relate to my research on how number talks affect students' confidence in math. With 68.6% of students saying they "sometimes" feel unsure and 20% saying "often," it shows that many students struggle with knowing how to begin solving problems. Number talks help address this by allowing students to share different approaches and strategies, giving them more tools and confidence when starting a problem. By participating in these discussions, students can feel more prepared and less unsure when tackling math problems.
12 students said “Yes, I enjoy it a lot”
17 students said “Sometimes, I enjoy it”
6 students said “No, I do not enjoy it”
The results connect directly to my research on how number talks support students' confidence in math. With 48.6% of students saying they "sometimes" enjoy it and 17.1% saying they don’t enjoy it, it's clear that many students are hesitant about sharing their thoughts. Number talks focus on creating a safe space where students can explain their strategies without fear of being wrong. By encouraging students to share and discuss different methods, number talks can help increase their enjoyment and confidence in explaining their thinking, moving more students toward feeling comfortable with this important skill.
11 students said “Very confident”
15 students said “Somewhat confident”
9 students said “Not confident at all”
The results tie directly into my research on how number talks affect students' confidence in math. With 42.9% feeling only "somewhat confident" and 25.7% not confident at all, many students lack the confidence to share their math strategies in front of their peers. Number talks are designed to build this confidence by encouraging regular, low-pressure opportunities for students to explain their thinking in a supportive environment. By engaging in these discussions, students can grow more comfortable with sharing their strategies, helping to increase the number of students who feel "very confident" when asked to contribute in class.
No, there is only one way is 2.9%. It is too small to fit inside the chart
28 students said “Yes, I believe there are many ways”
6 students said “I think there are some ways”
1 student said “No, I believe there is only one way”
The results connect directly to my research on how number talks influence students' understanding of math. With 80% of students believing there are many ways to solve a problem, number talks reinforce this idea by exposing students to different strategies and encouraging them to explore various approaches. The 17.1% who think there are only some ways, and the 2.9% who believe there’s only one way, show the need for continued focus on number talks to help all students embrace flexible thinking. Number talks create opportunities for students to see and discuss multiple methods, further supporting their mathematical understanding and confidence.
10 students said “I feel okay and try to learn from it”
20 students said “I feel a little frustrated but try again”
5 students said “I feel very frustrated and want to give up”
The results directly relate to my research on how number talks impact students’ confidence in math. With 57.1% of students feeling "a little frustrated but trying again" and 14.3% feeling "very frustrated and wanting to give up," it's clear that many students struggle with handling mistakes in a positive way. Number talks aim to create an environment where mistakes are seen as learning opportunities, helping students feel more comfortable with making errors. By encouraging open discussions and problem-solving as a group, number talks can help students shift from frustration to a mindset where they feel okay about making mistakes and learning from them.
14 students feel “Very Comfortable”
15 students feel “Somewhat comfortable”
6 students feel “Not comfortable”
The results directly connect to my research on how number talks affect students' confidence in math. With 42.9% of students feeling only "somewhat comfortable" and 17.1% "not comfortable," a significant portion of students may struggle with collaborative learning. Number talks are designed to foster a supportive environment where students can comfortably share ideas and strategies with their peers. By engaging in regular, structured math discussions, number talks help students become more comfortable working together, increasing collaboration and boosting their confidence in math.
21 students said “Yes, it helps a lot”
12 students said “Sometimes it helps”
2 students said “No it doesn’t help”
The results connect directly to my research on how number talks support students' mathematical understanding and confidence. With 60% of students saying "Yes, it helps a lot" and 34.3% saying "Sometimes it helps," the majority of students recognize the value of discussing math with their peers. Number talks are designed to encourage this type of interaction, helping students clarify their thinking and learn from others. For the small percentage (5.7%) who feel it doesn’t help, number talks provide structured opportunities to experience how collaborative discussion can deepen understanding, potentially changing their perspective on peer-based learning.
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