Mathematics can evoke a range of emotions among elementary students, from enthusiasm and curiosity to anxiety and frustration. For fifth graders, in particular, this stage of learning often introduces more complex mathematical concepts, making it a pivotal time for shaping their attitudes and confidence in the subject. Addressing these emotional and cognitive challenges requires effective teaching strategies that not only enhance mathematical skills but also foster a positive mindset toward learning math. One promising approach that gained attention was the use of number talks—structured, student-centered discussions focused on exploring various problem-solving strategies and promoting the use of mental math.
This research project investigated how number talks contributed to fifth-grade students’ feelings about mathematics and supported their mathematical confidence. By encouraging students to verbalize their reasoning, share multiple strategies, and engage in peer discussions, number talks aimed to create a supportive learning environment where students felt valued and capable. Understanding the impact of number talks on students' emotions and self-assurance in math was essential for educators looking to implement practices that not only improved academic performance but also promoted a growth mindset. This study explored the experiences of fifth-grade students participating in number talks, providing insights into how these discussions shaped their confidence and attitudes toward mathematics.