Exploring Teacher Talk During Mathematics Instruction in an Inclusion Classroom

Abstract

The authors examined aspects of teacher talk during mathematics lessons in a 1st-grade inclusion classroom. Using content analytical coding methods, they analyzed 4 lessons—each taught by a different teacher in the classroom. Results showed that the patterns of teacher talk across all 4 teachers were chiefly recitational and lacking characteristics of talk consistent with the National Council of Teachers of Mathematics (NCTM) Communication Standard (2000b). Implications include that students with disabilities may benefit from instructional strategies that develop thinking and communication skills and that researchers and educators should identify and remove barriers to the provision of instruction congruent with the NCTM Standards for students with disabilities.

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