NotesFAQContact Us
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ927518
Record Type: Journal
Publication Date: 2011-Jun
Pages: 19
Abstractor: As Provided
ISSN: ISSN-0022-4405
The Relation between Teachers' Math Talk and the Acquisition of Number Sense within Kindergarten Classrooms
Boonen, Anton J. H.; Kolkman, Meijke E.; Kroesbergen, Evelyn H.
Journal of School Psychology, v49 n3 p281-299 Jun 2011
The aim of the present study was to investigate the relation between teachers' math talk and the acquisition of number sense within kindergarten classrooms. The mathematical language input provided by 35 kindergarten teachers was examined with 9 different input categories. The results of this study indicate that the role of each of these math talk categories is not as straightforward as was hypothesized. Although significant positive relations were found for math talk categories such as cardinality and conventional nominatives, the relations between the categories' calculation and number symbols and children's score on specific number sense tasks were negative. Moreover, a large diversity in math talk was negatively related to kindergartners' number sense acquisition. These results suggest that teachers should be careful and selective with the amount of math talk that they offer to young children. (Contains 11 tables.)
Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A