References: Math Talks

Return to Math Talks strategy page.

References

Hudson, T. (2017). Six strategies to reach, teach, and close math gaps for Latino English language learners in elementary and middle school. Bellevue, WA: DreamBox Learning.

Isbell, R., Sobol, J., Lindauer, L., & Lowrance, A. (2004). The effects of storytelling and story reading on the oral language complexity and story comprehension of young children. Early Childhood Education Journal, 32(3), 157-163.

Kersaint, G. (2017). Selecting and sequencing student solutions: Facilitating productive mathematics discussions in the classroom. Massachusetts: Curriculum Associates.

Mercer, N., & Sams, C. (2006). Teaching children how to use language to solve maths problems. Language and Education, 20(6), 507-528.

Pan, B. A., Rowe, M. L., Singer, J. D., & Snow, C. E. (2005). Maternal correlates of growth in toddler vocabulary production in low-income families. Child Development, 76(4), 763-782.

Smith, J. M., & Mancy, R. (2018). Exploring the relationship between metacognitive and collaborative talk during group mathematical problem-solving-what do we mean by collaborative metacognition?. Research in Mathematics Education, 20(1), 14-36.

Soumeillan, B. (2018). Research-based tips to turn up math talk. Talking in Math, 13(22). Retrieved from http://www.ascd.org/ascd-express/vol13/1322-soumeillan.aspx

Weisleder, A., & Fernald, A. (2013). Talking to children matters: Early language experience strengthens processing and builds vocabulary. Psychological Science, 24(11), 2143-2152.