Implementation of Number Talks to Support Number Sense and Fluency, Including Automaticity
Abstract
Current mathematical teaching practices and tasks are evolving to support a comprehensive and flexible understanding of mathematical concepts. This capstone examines current literature to answer the essential question, How can implementation of Number Talks support elements of number sense and fluency, including automaticity, for elementary students ? Literature concludes that building strong foundations in number sense, fluency, and automaticity is necessary to support continued development and success in higher-level mathematics. A further analysis of the pedagogical practice of Number Talks correlates this practice to these three core components of mathematical knowledge. The capstone project developed from this research incorporates visual Number Talks to assess its impact on second-grade students’ development of number sense, fluency, and automaticity. The implementation of this project provides a dynamic extension within a math curriculum to support and develop growth in mathematics.