Return to Math Talks strategy page.
American Psychological Association, Coalition for Psychology in Schools and Education. (2015). Top 20 principles from psychology for preK–12 teaching and learning. Retrieved from http:// www.apa.org/ed/schools/cpse/top-twenty-principles.pdf
Duffy, M. (2017). Can Frequent Use Of Number Talks Increase The Comprehension, Understanding, And Fluency Of Fractions, Decimals, And Percentages In Alternative High School Students? (Masters thesis). Hamline University, St. Paul, MN.
Gersten, R., Beckmann, S., Clarke, B., Foegen, A., Marsh, L., Star, J. R., & Witzel, B. (2009). Assisting students struggling with mathematics: Response to Intervention (RtI) for elementary and middle schools (NCEE 2009-4060). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.
Gillies, R., & Boyle, M. (2013). Cooperative learning: A smart pedagogy for successful learning. Cooperative learning project. University of Queensland: School of Education.
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.
Humphreys, C., & Parker, R. (2015). Making number talks matter: Developing mathematical practices and deepening understanding, grades 4-10. Portsmouth, NH: Stenhouse Publishers.
Khisty, L. L., & Chval, K. B. (2002). Pedagogic discourse and equity in mathematics: When teachers' talk matters. Mathematics Education Research Journal, 14(3), 154-168.
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.
National Mathematics Advisory Panel (NMAP). (2008). Foundations for success: The final report of the national mathematics advisory panel. Washington, DC: U.S. Department of Education.
Slavin, R. E. (2014). Cooperative learning and academic achievement: Why does groupwork work?. Anales de Psicología, 30(3), 785-791.
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
Star, J. R., Caronongan, P., Foegen, A., Furgeson, J., Keating, B., Larson, M. R., Lyskawa, J., McCallum, W. G., Porath, J., & Zbiek, R. M. (2015). Teaching strategies for improving algebra knowledge in middle and high school students. Washington, DC: National Center for Education Evaluation and Regional Assistance (NCEE).
Willis, J. (2006). Research-based strategies to ignite student learning. Alexandria, VA: ASCD.