Self-Efficacy Of Number Talks

Literature Review

In the early 1990’s, Kathy Richardson and Ruther Parker began working with teachers in professional development sessions. Both thought about how to develop students’ understanding by working with concrete models to build numbers and figure out computational problems using models (at least until models were not longer needed). What later developed and was refined is now referred to as number talks. Number talks began in the North Kansas City School District’s (NKCSD) elementary school in various stages through the math curriculum Math Solutions. Number talks have been installed in the daily schedule in elementary schools throughout the district at all grade levels for two consecutive years. While there are formative and summative

While students clarify their own thinking and expose their strategies to each other during number talks, it may convince fellow students that they too can conquer hard math problems when others are using the same efficient strategies. Students are able to compare their performance past and present to others and this self-comparative information is another type of vicarious experience capable of altering people’s self-efficacy (Usher and Pajares, 2009).

Educators play a key role in assisting young individuals as they build upon experiences that develop self-efficacy. Teachers who are able to create experiences in which students feel successful may truly develop lifelong learners. Number talks is designed and laid out in a manner to increase the probability that students feel successful. In number talks, wrong answers are used as opportunities to unearth misconceptions and for students to investigate their thinking and learn from their mistakes (Parrish,

This motivation can be defined as a desire to be involved with learning activities. Some variables that effect motivation are self-efficacy (beliefs about own abilities to complete learning task in a certain circumstance), intrinsic value (perception of the value of learning task in relation to his or her interest) interest, and goal setting. Student motivation can also be different depending on the quantity and quality of social presence (Borup, Graham, & Davis, 2012; Shea & Bidjerano, 2010). Students must feel a sense of belonging and of control, as they are an essential part of their own