by: Rob Nettleton
Three researchers at Carleton are making headlines with their new research project that delves into the language of “chalk talk,” a study of learning complex math problems in University.
Led by Ottawa resident Natasha Artmeva, Carleton University professor Janna Fox and alumna Lin Chen, together they discovered that “the frequent use of personal pronouns such as ‘we’ and ‘you’ in math classes can make the instructor appear more approachable.On the other hand, the frequent use of “I” can alienate students from the instructor”
I interpret this as the instructor trying to make math a subject that students can relate to, essentially distracting students from the complexities of formulas such as x-2y – (3-4) = 0. In my experience, sometimes you come across a professor who, to them, math is second nature. It’s easy. And they can sometimes forget that this is brand new material to students in some cases.
This idea of “chalk talk” helps reinforce the need for instructors to understand their audience and adjust their teaching style appropriately, even if it is just using personal pronouns.
They developed their research by drawing on previous research and collecting audio and video recordings or lectures, as well as notes and textbooks to assist in their study. Since learning math can be an incredibly complicated process for some students, Ms. Artemeva said that “it is crucial to write on the board and say everything out loud,” because this learning math is like learning a new language — hence “chalk talk.”
“Ms. Artemeva explained the process: First professors walk into their classrooms, often with handwritten notes. Then, they write a theorem or equation on the board almost immediately, saying mathematical symbolism and commentaries out loud as they write. Occasionally, they turn to the class and might add something to what they just said, then turn back to the chalkboard and continue. The professors strategically choose important formulas to remain on the board for the whole lecture, drawing a border around it and referring to it throughout class.”
Coining this idea of “chalk talk” may not seem earth-shattering to those who still struggle with learning the complex theories in mathematics (like myself, for instance), but what this does indicate is that research is being done to study how the material can be taught to students. This research helps us understand how we can help students learn math “at the undergraduate level more effectively.”
Time will only tell where this research will lead, but for now let’s encourage our professors to keep up with the “chalk talk.”