Investigation

Investigation

For my participants, I chose the 5th-grade students at my school for this research because they were at a key point in learning math. At this age, they were transitioning from basic math skills to more complex topics like fractions and decimals, which could sometimes cause frustration or anxiety. Research showed that using number talks helped students feel more confident by allowing them to talk about different ways to solve problems and learn from each other (May, 2020; Witherspoon, 2023). The students in 5th grade at my school had a wide range of math abilities, making them a good group to study how number talks could help all students, whether they found math easy or difficult. By focusing on 5th graders, I aimed to see how number talks could help build their confidence and understanding as they prepared for middle school math.

I surveyed 35 students from two 5th-grade classes to better understand how number talks might affect their feelings about math. The classes were made up of students from different racial backgrounds and included some who were in special education. The students had mixed levels of confidence in math, with some feeling very sure of themselves and others feeling less confident. By including this variety of students, I hoped to see how number talks could help boost math confidence across different types of learners.

I chose to interview six students for my study, whom I have given the pseudonyms Sarah, Harry, Taylor, Alice, David, and Alex to protect their privacy. These students were selected to represent a range of confidence levels in math, from those who felt very confident to those who were less sure of their abilities. By interviewing this group, I aimed to explore how number talks might influence their confidence and understanding of math concepts, as well as how they felt about participating in mathematical discussions.

Rationale for Interviewees

Sarah: When I saw that this student had responded very confidently about her math abilities on the survey, I was eager to interview her to explore her answers in more detail. She shared that she loves trying new strategies and enjoys the process of checking whether her answers are correct, showing her commitment to learning and problem-solving. Although she’s quiet and sometimes gets nervous about speaking out loud in class, she consistently has great ideas that help others when she does share. Hearing her insights confirmed what I’ve observed—her quiet confidence and thoughtful approach make a big impact on both her own learning and the success of her peers.

Harry: When I saw that this student had marked himself as only somewhat confident in math on the survey, I was surprised. He is consistently strong in math and always willing to share his answers in class without hesitation. He also indicated that he feels very confident when it comes to sharing his answers, which aligns with his classroom participation. This contrast between his self-perceived math confidence and his active engagement made me reflect on how outward behavior doesn’t always reveal how a student truly feels about their abilities. It also highlighted the importance of providing more opportunities to support and encourage him to recognize his full potential, especially since he may be holding back from feeling completely confident despite his visible skills.

Taylor: When I saw that this student marked she wasn’t confident in math at all on the survey, I was eager to dive deeper into understanding her perspective. I wanted to hear more about why she feels this way, especially since number talks are designed to help build confidence and encourage participation. I was curious about how these discussions affect her personally and whether they contribute to her hesitation to share her answers. Exploring her feelings gave me insight into the specific barriers she faces, such as a fear of making mistakes or feeling unsure about her solutions. It became clear that understanding why she doesn’t feel confident is crucial to finding better ways to support her, whether by offering more encouragement during number talks or creating an even safer space for her to share her ideas without fear of judgment.

Alice: When this student marked that she was very confident in math on the survey, I wasn’t surprised. In her survey, she shared how she enjoys trying new strategies and the sense of accomplishment she feels when checking if her answers are correct. She also expressed that she feels confident sharing her answers with the class. This student is in my other math class, not my homeroom, and I’ve noticed that this creates a different relationship between us, even though I see and teach her every day. The dynamic is slightly different from my homeroom students, but she still shows a strong sense of confidence and engagement in our math discussions.

David: When this student indicated on the survey that he was only somewhat confident in sharing his answers, it caught my attention because, in class, he is always eager and willing to contribute his ideas. He’s not in my homeroom, which adds a different dynamic to our relationship, but I consistently see his active participation during math discussions. I wanted to understand more about why he chose these answers on the survey, especially since his classroom behavior suggests a higher level of confidence. It made me curious about whether there’s something beneath the surface that affects how he perceives his math abilities or participation.

Alex: When I saw this student’s survey responses, I was particularly curious about his perspective, as he’s in special education and not in my homeroom. While he has moments in class where he wants to share his ideas, he tends to be more selective about when he participates. His responses to the questions intrigued me, and I wanted to understand more about how he views his own confidence in math and participation in class discussions. His occasional willingness to share makes me wonder what drives those moments and how I can support him in feeling more comfortable and confident to contribute regularly, especially during number talks.