Mathematics is an active, creative process that provides unlimited opportunities for children to communicate their ideas. Through mathematical talk, students can question, take risks, and invent problems to investigate. But it is sometimes difficult for teachers who have not experienced "good" mathematical discourse to encourage it in their classrooms.

The Talking Mathematics package provides the resources you need for a teacher enhancement program that addresses this issue. It will help create an environment where teachers are challenged and supported as they do mathematics together, reflecting on the mathematics and their pedagogy. In the process, teachers develop curiosity and excitement about their students' mathematical thinking and the mathematics these students do.

The Talking Mathematics package includes:

Filmed in real elementary classrooms, the program features a general introduction; four twenty-minute segments about important aspects of children's mathematical talk; a collection of six unedited classroom episodes; and a twenty-minute summary of a Talking Mathematics teacher seminar.

This book is designed for preservice and inservice elementary teachers who are interested in creating a culture of mathematical inquiry in the classroom. It highlights the role of talk in children's mathematics and shows ways to challenge and support children as they work.

This resource guide for staff developers contains chapters on mathematical discourse and on planning and sustaining professional development programs for elementary school mathematics teaching; engaging mathematics problems with lesson plans for staff developers; notes and discussion suggestions for viewing videotapes; and a staff developer's resource list.

The Talking Mathematics: Resource Package can be tailored to many different teacher enhancement settings. Staff developers, university instructors, mathematics educators, and classroom teachers will find it helpful in supporting students' mathematics learning as well as meeting the recommendations of the NCTM Standards, Goals 2000, and innovative state instructional frameworks.

This material is based upon work supported by the National Science Foundation. Any opinions, findings, conclusions, and recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the NSF.