Through this research process, I’ve gained a deeper understanding of how number talks can truly transform the way my 5th graders feel about math and boost their confidence. Watching my students explore different strategies and explain their thinking has shown me the power of giving them space to share their ideas and learn from each other. I’ve realized that it’s not just about improving their math skills—it’s about helping them feel capable and confident in tackling problems. This research has confirmed for me that when students feel safe to take risks and discuss their thought process, they become more engaged and start to see themselves as "math people." As a teacher, it’s been eye-opening to see how number talks not only deepen understanding but also play a key role in shaping my students' positive attitudes toward math, directly connecting to my goal of building their confidence in the classroom.
As a researcher, this process has taught me the importance of digging deeper into the "why" behind student behaviors and feelings in the classroom. Exploring how number talks impact 5th graders' confidence in math has shown me the value of gathering both qualitative and quantitative data to capture a full picture of student experiences. By analyzing surveys, interviews, and classroom observations, I’ve learned how critical it is to listen to student voices to understand the true effects of teaching strategies like number talks. It’s been eye-opening to see how much students' confidence in math can grow when they are given the opportunity to share their thinking in a supportive environment. This research has not only connected me more deeply to my teaching practices but has also made me realize the importance of using evidence to back up my intuition. It has reminded me that as both a teacher and researcher, I'm constantly learning how to improve my methods and understand the deeper impact my teaching has on students' feelings about math.
Through this research process, I’ve grown as an educator by becoming more intentional in how I approach student learning and confidence-building in my classroom. I've developed a stronger awareness of how creating an open and supportive environment—where students feel comfortable sharing their strategies and thoughts—can significantly affect their relationship with math. I’ve learned to step back and give my students more ownership of their learning, trusting that when they are encouraged to explain their reasoning and explore multiple approaches, their confidence flourishes. This process has also pushed me to be more reflective in my teaching, constantly thinking about how my strategies impact not just academic outcomes but also my students' mindset toward learning. It’s been a powerful realization that the way I facilitate discussions and foster student agency can have long-lasting effects on their confidence in math and beyond.
One key change I made in my practice was prioritizing student voice by incorporating number talks more regularly and intentionally into my math instruction. I learned that by creating a consistent space for students to verbalize their thinking, explore different strategies, and collaborate with their peers, they not only strengthened their math skills but also grew in confidence. I also focused on giving students more time to reflect on their own learning, encouraging them to recognize the value in making mistakes and learning from them. Additionally, I became more mindful of how I responded to student answers, ensuring that I celebrated their efforts and promoted a growth mindset. By making these shifts, I fostered an environment where students felt confident, supported, and empowered to take risks in their learning.