Document Type
Data
Department
Department of Leadership and Teacher Education, Department of Psychology
Description
The purpose of this qualitative study was to investigate elementary and early childhood preservice teachers’ perspectives on engaging in silent mathematical discourse through Chalk Talk. Through this silent discussion routine, students engage in equitable formative assessment first by sharing their thinking solely through writing and then reflecting on the ideas of others. Participants (n=38) were enrolled in an elementary mathematics methods course at a university in the southeastern United States. Qualitative data were collected from the participants’ responses to journal prompts related to the perceived benefits and challenges of using Chalk Talk in the classroom. Consensual Qualitative Research-Modified (CQR-M) methods were used to analyze the data. Perceived benefits in utilizing Chalk Talk largely focused on creating an equitable learning environment for all students engaging in mathematical discourse. Perceived challenges focused on the lack of opportunity for peer collaboration and the potential student disparities related to communicating only through writing. Limitations of the study and directions for future research are addressed related to the implementation of this and similar innovative assessment techniques.
Collection Date
7-12-2024
File Format
Excel
Methodology
After participation in the Chalk Talk, the preservice teachers responded individually to a journal prompt asking them to reflect on their experiences as learners and future educators. Specifically, they answered the following questions regarding their perceptions of the potential benefits and challenges of using Chalk Talk in their future classrooms: (1) What benefits do you perceive in using Chalk Talk in the classroom? (2) What challenges do you perceive in using Chalk Talk in the classroom? The data analyzed in this study were the individual responses to the in-class mathematics journal assignment. The journals were collected, and the preservice teachers’ responses to both questions were entered into an Excel spreadsheet as separate units of analysis.
Project Start Date - End Date
Retrospective review of data 7/24/24
Code Lists
Perceived benefits: Safe sharing, Inclusion, Individual thinking, Assessment; Perceived challenges: Individual thinking, Topic-related difficulty, Literacy concerns, Improper engagement with the rules of Chalk Talk, Assessment
Recommended Citation
Byrd, Kelly O. and Henderson, Rachel R., "Fostering Innovative, Inclusive, Mathematical Discourse: Perspectives of Elementary and Early Childhood Preservice Teachers" (2024). University Research Data and Datasets. 5.
https://jagworks.southalabama.edu/university_data/5