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September 1, 2025Mathematics Teacher Learning and Teaching PK-12

A Number Talk Informed by the Socio-Ecological

Elizabeth Suazo-Flores Darian Sherva Christine McGrail Amber Adgerson

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Key Points

Fourth graders effectively employed different strategies to identify buried objects, showcasing engagement in learning.
A variety of approaches in number talks improved identification skills among fourth graders, leading to better mathematical understanding.
The socio-ecological framework informed the activity, fostering group interaction and strategy development in object identification.
This method highlights the necessity of adaptable teaching strategies to accommodate diverse learning styles, benefiting students.

Implication

Exploratory methods enhanced object identification among fourth graders, indicating socio-ecological strategies help learning.

Abstract

Fourth graders used a variety of strategies to identify the total number of objects buried in the soil.

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Cite This Study

Suazo-Flores et al. (2025) studied this question.

synapsesocial.com/papers/68c1956b9b7b07f3a0619976 https://doi.org/10.5951/mtlt.2024.0249

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Keep reading

Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context:

1Addition and Subtraction of Numbers Through Visualisation Using the Number Grid Technique Among Primary School Students2024 · 1 citations
2Less is not always more: Rich and meaningful counting books lead to greater gains in number understanding than sparse counting books.2024 · 9 citations
3Second graders’ problem solving in a playful inquiry-based mathematics activity2025 · 1 citations
4Mental processing strategies in primary school students: the empty number line2024
5Cultivating Students’ Agency by Infusing Number Talks with Notice and Wonder2024 · 5 citations

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