Trocki, A., Taylor, C., Starling, T., Sztajn, P., & Heck, D. (2014). Launching a Discourse-Rich    Mathematics Lesson. Teaching Children Mathematics, 21(5), 277-281.

This study focuses on teachers using the think-aloud strategy, repeatedly modeling mathematical thinking out loud, to engage students in math lessons. In a second grade classroom, this study found that students were more engaged if the teacher initiated a lesson using this method, and more readily shared their thinking with peers. They were also quicker to get started working on problems as opposed to lessons that did not begin with a think-aloud. This article relates to my inquiry question because math is a difficult subject for many students and it is important for teachers to understand that strategies that work well in one particular subject may not be as effective in another academic area. Students can become easily discouraged in math so knowing how to effectively implement such strategies will not only allow students to talk to about their own thinking but it can also encourage students to inquire and ask questions about their peers’ line of thinking.