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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.