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Many of us use the terms Number Talk and Math Talk interchangeably, but did you know they’re not actually the same thing? Maybe you knew, but still aren’t exactly sure what makes them different. Either way, we’ve got you covered.
In this episode, we zero in on what truly defines a Number Talk, why the differences between a Number Talk and Math Talk matter, and how understanding these distinctions can unlock deeper thinking, more strategic reasoning, and greater number sense in your students.
Get ready to bring both types of talks to life in ways that support student learning.
What’s the Difference Between a Number Talk and a Math Talk?
Hello, Meaning-Makers! Welcome to another episode of the Meaningful Math Podcast. I’m excited to chat with you about Math Talks and Number Talks today. You might think those two terms are synonymous, but I’m here today to explain why they’re NOT. Let’s get started!
If you search the term “Number Talks” in the Teachers Pay Teachers search bar, over 30,000 results show up. Unfortunately, many of the resources marketed as Number Talks are not truly Number Talks: they are MATH TALKS.
Now, I know what you might be thinking, “What’s the big deal? Don’t they basically mean the same thing?” And while they have similar names and share some similar characteristics, there are a few significant differences that are important to note and consider, especially as you are planning your math instruction.
What Makes a Number Talk a Number Talk?
So, what makes a Number Talk a Number Talk? Well, according to Sherry Parrish, author of the book “Number Talks: Whole Number Computation” (my go-to resource for all things Number Talks) there are five key components of number talks: classroom environment and community, classroom discussions, the teacher’s role, the role of mental math, and purposeful computation problems. Let’s take a look at each component.
Classroom Environment and Community
Close-Knit and Respectful Spaces
Number talks must take place in a safe, trusting environment for them to be purposeful and successful. Students need to feel comfortable sharing their thinking, responding to peers, and questioning themselves and others. It’s important that students know and believe that all ideas and mistakes are valued and worth sharing. This type of environment comes from a close-knit classroom community where students respect and value each other, themselves, and the learning process.
Classroom Discussions
Number Talks have a standard procedure that should be followed. First, the teacher writes a problem on the board and gives time for students to solve it mentally.
Nonverbal Engagement Strategies Through Hand Signals
Students utilize hand signals to show where they’re at in the process of solving the problem. A fist by their chest means, “I’m working on solving the problem.” A thumbs up by their chest means, “I’ve found a solution.”
Students are then encouraged to think of other ways to solve the problem and should put up a finger for each additional strategy they can utilize to find a solution. This step gives students who have already finished something purposeful and challenging to do while they wait for their classmates.
It’s important to note that students do not raise their hands to show they have an answer, as it can be distracting and put unnecessary pressure on other students to work faster. Instead, the hand signals allow students to quietly communicate with the teacher.
Sharing Strategies and Reasoning
Once all or almost all students have an answer, the teacher calls on students to share their solutions with the class. The teacher records ALL answers, both correct and incorrect, on the board first before allowing for discussion. Once all answers are collected, the discussion begins.
Students share their strategies and reasoning with one another. This allows students to consider and test out other strategies, evaluate the efficacy of the strategies, and clarify their own thinking. The correct answer is decided by the students who have the shared authority in deciding if an answer is correct.
Incorrect answers are incredibly valuable in Number Talks because they uncover misconceptions and allow students to analyze and learn from their mistakes. The idea that mistakes are not just expected, they are valued, plays a big role in establishing a safe, comfortable classroom environment.
The Teacher’s Role in the Classroom
Traditionally, the teacher’s role in the classroom is to explain, tell, and share information. This is likely how you learned when you were in school.
Teacher as Facilitator
The Math Practices and the Math Teaching Practices (and if you’re not familiar with them, check out episodes 1-8) call for a transformation in math instruction, and this is apparent in the role of the teacher during Number Talks where instead the teacher takes on the role of facilitator.
As I previously mentioned, it is the job of the students, not the teacher, to come to a consensus on the right answer based on the strategies and reasoning that are shared during the discussion. The teacher can gain incredible insight into students’ thinking as they listen during the discussion, and they can use this to help make instructional decisions.
As the facilitator, the teacher is responsible for making sure the conversation remains focused and builds upon students’ ideas. For example, the teacher might ask questions such as:
“How did you get your answer?”
“How does Jack’s strategy connect to Grace’s ideas?”
“How did the previous problem help you solve this problem?”
“Which strategy seems to be the most efficient and how do you know?”
The Role of Mental Math
You might have noticed when I described the Number Talks procedure that the teacher wrote the problem on the board and the students solved it mentally. This is one of the key elements that sets Number Talks apart from Math Talks: the math is all mental.
Number Talks are designed for students to utilize number relationships to solve problems instead of memorization. When we are working with Number Strings, a specific type of Number talk where we present a strategic series of prompts that build toward a particular strategy, we start with one problem, agree on an answer to that first problem, and then the Number Talks procedure repeats with another problem.
This next problem has a connection to the previous problem, which is still intentionally visible on the board for students to think about. Students can examine the relationship between the problems to find efficient, flexible strategies for solving the second problem. Typically, a Number Talk contains 3-4 problems that have an intentional connection. Here is an example:
7 + 3 7 + 2 + 3 5 + 7 + 3
The purpose of this number talk is for students to utilize the “Making Tens” strategy and to discover that if they can find a way to make 10, then can add on any additional addends to that 10, no matter what order they are in. Hello, Commutative Property!
The problems in Number Talks are designed to be done mentally because, without paper and pencil, students must attend to what they know and understand about the numbers and their relationships. This strengthens students’ number sense, as well as their fluency.
Purposeful Computation Problems
The problems in Number Talks are not chosen randomly. The numbers and operations must be carefully selected based on the teacher’s goals and purpose for the Number Talk. In other words, the teacher must consider which strategies they want students to utilize and develop.
For example, in sample Number Talk problems I shared earlier, the three problems were chosen to focus on the “Making Tens” strategy. The teacher can choose to focus on certain strategies based on their observations of what students need, as a way to introduce a new strategy, or even to connect to a lesson in the curriculum.
Distinguishing between Math Talks and Number Talks
As you can see, based on these five key components, there are very specific criteria that define Number Talks. Math Talks, on the other hand, are more loosely defined. They are conversations about math concepts and math in the world around us. They are not focused on mental computation, and they are not selected to elicit specific strategy usage.
Math Talks typically center around images that students analyze through a mathematical lens. The teacher might ask students what they notice and wonder or how two images are the same and different. The teacher might show multiple images together and ask, “Which one doesn’t belong?” They might present numberless word problems, open-ended problems, or a logic puzzle. Math Talks encourage students to think creatively about math and allow for an easy entry point for all students to enter into the conversation.
Friends, I hope I was able to shed some insight into how Math Talks and Number Talks are different. While they serve different purposes in the math classroom, they are both incredibly valuable. If you are a Meaningful Math Member, please make sure to download your FULL YEAR of Number Talks that is available to you. I hope you can use the Number Talks procedure explained in this podcast to guide you as you use them. See you next time, Meaning-Makers and have a great one!
