Various studies have found differences in males’ and females’ mathematical achievement, with boys’ achievement scores higher than girls’. However, the difference in mathematical achievement does not appear to exist yet when children are younger (e.g., in preschool or kindergarten), but rather we begin to observe this gender achievement gap in middle school and high school. These findings raise the question about what is happening in pre- and elementary school that may cause this achievement gap to appear. Research suggests that there is a relationship between the amount of teachers’ math talk and preschool children’s conventional mathematical knowledge. Studies suggest that teachers’ math talk is significantly related to the growth of mathematical knowledge. The amount of input boys and girls receive from preschool teachers’ can be one of the causes of the gap in their math achievement in later years. Various studies measured the amount of teachers’ math talk in the classroom however there are very few research that investigated the influence of gender on the amount of preschool teachers’ math talk. The current study investigated the effects of children’s gender on preschool teachers’ math talk. The purpose of the study was to investigate the amount of preschool teachers’ math talk with children as well as the effect of children’s gender on the amount and type of preschool teachers’ math talk. The data was collected as part of another study which aimed to create a database of quality early childhood practices. The participants of the current study were 2 teachers (1 teacher and 1 assistant teacher) in a preschool classroom and the 16 (7 girls. 9 boys) children in their classroom. Permissions were obtained from teachers and children’s families. The teachers were videotaped during the free play time and the videos were coded for the amount and type of math talk using Observational Coding Matrix which is a checklist of 8 different math categories. The results showed a statistically significant difference for the amount of total math talk that boys received comparing to girls, in favor of the boys. Although, boys received more math talk in most of the math categories, the operation was the type in which the gender difference was statistically significant. Although the sample size was small the gender difference was statistically significant, which shows the importance of studies that investigate the gender differences in teachers’ math talk.

Recently, there has been a big surge of research and public interest in increasing the math capabilities and skills of American children. This paper serves as a literature review examining how the home environment, specifically parents, can help with that. This meta-analysis delves into the factors of maternal math talk, a parent’s own math anxiety, and the relationship between a parent and child in the context of a parent’s gender stereotypes and a parent’s perception on his or her child’s math abilities. Interventions, suggestions, and future implications are also discussed. This paper will hopefully bring needed awareness to parents about their roles in their child’s math development, abilities, and achievement.

This teacher research study examines the math talk of students in an after school Math Club with a focus on geometry. The first research question addresses the processes the students use to facilitate their talk about mathematics, while the second research question explores the classroom environment and the contextual factors that influence the students' math talk. This qualitative case study describes students' math talk in whole group discussions and within small groups over a period of five months.Ethnographic methods were used in data collection and analysis of audio and video recordings, transcripts, student artifacts, observational field notes and teacher journal entries. This study took place in a small urban school in the Southwest with twenty students from fourth and fifth grades. The population of the club included 17 Hispanic students, one African American student and two Native American students.Drawing from sociocultural theory, the findings of the study suggest that math talk occurs within a community of practice. The analysis focuses on math talk through the students' use of multiple processes as they communicate with their peers. These processes include visual cues, connecting language to mathematical concepts, opening space for peer understandings through invitations and negotiating multiple interpretations. The analysis also suggests contextual factors in the classroom environment that influence math talk. In examining three sets of sessions with different mathematical tasks, five factors were identified; characteristics of the mathematical tasks, the routines of the club, the space for the whole child, the role of the teacher and the students' engagement with the mathematical task.The implications indicate that the role of the teacher shifts to creating participation structures to establish the mathematical context that supports math talk, developing an understanding of the ways in which mathematical tasks work, and demonstrating ways of using recording devices. Teacher research provided the perspective from which I explored the students' interactions within the context of the Math Club, and provides the frame through which I reflect and share my understandings with others.

This exploratory study investigated the influence of High Performance Team (HPT) training on sociomathematical norms and differing levels of the Math-Talk Learning Community framework (Math-Talk) when sixth-grade student teams solved challenging mathematics problems while working in teams. HPT training involved (1) training students on distinct roles in the team problem-solving process, (2) challenging students with complicated mathematical problems, and (3) holding students accountable for contributions to the team. This research project explored the initial stages of the relationship between HPT and student-to-student mathematics conversations though the lens of the Math-Talk Learning Community framework. The researcher studied four teams (i.e., four cases) with four middle school students in each team/case during a 7-week timeframe. The research study had three phases. The first phase involved gathering baseline data regarding the students’ sociomathematical norms. During the second phase, the students were trained to work in HPT and then solved challenging mathematics problems in teams. During the last phase, the researcher collected data to explore shifts in sociomathematical norms and student autonomy after the students had the opportunity to be trained and work in HPT. The researcher used descriptive statistics to analyze the quantitative data and open and axial coding to analyze the qualitative data. The analysis included both within- and cross-case analysis. The descriptive statistics used to analyze the changes in sociomathematical norms and Math-Talk levels indicated that the levels of sociomathematical norms increased when teachers gave students opportunities to participate in mathematics discussion. Specifically, students were most adept in the area of explaining and justifying reasoning and least skilled in the area of indicate when solutions are valid. The role of the teacher was key to maintaining high levels of Math-Talk. The teachers needed to give appropriate support to maintain these levels in three different areas: (1) select problems that were the appropriate level of complexity and provide scaffolding when needed, (2) ensure students understood the context for the mathematics problems, and (3) teach students how to find their own errors or be ready to give feedback regarding whether students’ answers were correct.

This qualitative study documents the establishment of new social and sociomathematical norms in a second grade classroom. The teacher allowed students to speak directly to one another without having to raise their hands first during whole group mathematics instruction. Reform efforts in mathematics and the standards for mathematical practice contained in the Common Core State Standards call for students to discuss their reasoning with each other. Data were collected through interviews with the teacher and students, field notes, and video-recorded lessons over the course of 23 days. An online survey tool was utilized to share selected video of the teacher's instruction. Initial professional development topics were chosen from research in mathematics education related to the social construction of understanding. Ongoing professional development was responsive to what occurred during instruction. The literature suggests that teachers often utilize traditional teaching methods and struggle to deviate from established patterns regardless of their desire to implement change. The teacher in this study learned that allowing students to talk openly provided him with insight into their mathematical conceptions and misconceptions. The students initially viewed mathematics as a set of rules to follow and exhibited the role of passive recipients of information. This changed as students were provided opportunities to participate in discussions and in doing so developed a new understanding of their role during mathematics lessons. Mathematical errors became a catalyst for communication and were viewed by students as opportunities for assisting their peers.