Abstract
ABSTRACT
Math-talk communities are interactive classrooms where knowledge is constructed socially and discourse with peers is placed at the center of learning experiences. Many preservice elementary teachers find it difficult to implement math-talk communities. Given the documented value of math-talk communities as an effective strategy for engaging students in learning math, it is concerning that many preservice elementary teachers do not rely on this approach. Limited and varied explanations for this phenomenon have been proposed, but not all researchers agree. Through this instrumental case study, I explored preservice elementary teachers’ perceptions and facilitation of math-talk communities. Findings inform professionals who work with preservice teachers with the ultimate goal of improving mathematics instruction.
Keywords: math-talk, preservice teachers, discourse communities, situated learning theory
