Technology-Mediated Dot Talks

Authors

  • Candace Joswick The University of Texas at Arlington
  • Kimberly Conner University of Northern Iowa
  • Brandon McMillan Brigham Young University

Abstract

Visual Dot Card Number Talks are a classroom routine which allow students to recognize patterns, build number fluency, and consider others’ thinking. We explicate the use of technologies—Nearpod and Desmos—for Dot Talks reimagined for use in virtual, hybrid, or in-person settings.

References

Common Core State Standards Initiative (CCSSI). 2010. Common Core State Standards for Mathematical Practice. Washington, DC: National Governors Association Center for Best Practices and Council of Chief State School Officers (CCSSO). http://www.corestandards.org.

Humphreys, C., & Parker, R. (2015). Making number talks matter: Developing mathematical practices and deepening understanding grades 4-10. Stenhouse Publishing.

Matney, G., Lustgarten, A., & Nicholson, T. (2020). Black holes of research on instructional practice: The case of number talks.” Investigations in Mathematics Learning. DOI: 10.1080/19477503.2020.1804273

National Council of Teachers of Mathematics (NCTM). 2000. Principles and Standards for School Mathematics. Reston, VA: NCTM.

Parrish, S. (2011). Number talks build numerical reasoning. Teaching Children Mathematics, 18(3), 198–206. https://doi.org/10.5951/teacchilmath.18.3.0198

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Published

2022-07-19

How to Cite

Joswick, C., Conner, K., & McMillan, B. (2022). Technology-Mediated Dot Talks. Ohio Journal of School Mathematics, 91(1), 2–9. Retrieved from https://ohiomathjournal.org/index.php/OJSM/article/view/8871

Issue

Vol. 91: Summer 2022

Section

Articles

License

Copyright (c) 2022 Candace Joswick, Kimberly Conner, Brandon McMillan