Enhancing Mathematical Learning through Talk

1. Enhancing Mathematical Learning through TalkOctober 16th 2014: Session 1Connecting Threads

2. What assumptions underpin this project?

3. Better quality maths talk interaction • ‘shifting the balance’ of talk in mathematics lessons in favour of better quality pupil mathematics talk requires taking a fresh look at the teaching repertoire: • teacher talk in maths lessons • the nature of the maths tasks on offer • the requirements of the mathematics national curriculum • classroom organisation for maths • the impact of teachers’ professional and subject knowledge on all of the above • connecting to research

4. Fast rewind: teacher talk • listening • interacting: • adopt a phrase • re-proposal • pose, pause, bounce and pounce • stick to the plan, bit of a muddle, go with the flow

5. Tell me more… 8 is a number which only has curved lines 2+1=3 I don’t like 7 because there are no patterns in the 7 times table 75 is ¾ of my number If I arrive at 9.05, I’ll be on time This shape will roll The same and different… 7,1 2,5 6,16 square , triangle cube, square octagon, octagonal prism activities that prompt ‘adopt a phrase’, reasoning and explanation

6. Task 1 – extending your repertoire of interactions “ …We can work on listening to and building on answers and getting children to do the same. We can reflect on the feedback we provide. We can re-assess the balance of drawing out (questioning) and putting in (exposition). We can consider how ideas can not merely be exchanged in an encouraging and supportive climate but also built upon.” Robin Alexander (2005)

7. Extending adopt a phrase…. • Adopt a phrase to encourage children to think and think in different ways tell me more… is there another way of saying that? • Use questions that invite more than simple recall how do you know? what’s a different way of thinking about that? • Build upon children’s responses that idea seems to link with what we were saying about… and so now we can think (can you think) about…. • Give feedback that informs and prompts children to take the next steps (and also encourages!) great! I can see where your idea has come from because… and now….

8. Fast rewind: the nature of the maths activity • activities that ‘demand’ engagement & mathematical talk: • playful practice activities • co-operative and other games • props • think-talk-maths boxes • children’s literature • mathematics role play

9. Odd one out Make each one of the items in turn the odd one out of the three • 3,4,9 • 2,3,11 • 2+4, 3+6, 4+9 • Circle, square, triangle • Monday, Wednesday, Saturday • Metre, minute, ruler

10. Fast rewind: the requirements of the NC for maths The programmes of study are, by necessity, organised into apparently distinct domains, but pupils should make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. Good work habits… using and applying

11. Fast rewind: classroom organisation for maths Small focus groups (’guided’) Trios for talk Ground rules Principles of dialogic teaching

12. Fast rewind: principles of dialogic teaching • collective: teachers and children work together on tasks • reciprocal: teachers and children listen to each other • supportive: children share their ideas without fearing ‘wrong’ answers • cumulative: teachers and children build on their own and each other’s ideas • purposeful: teachers plan and steer talk with educational goals in mind Robin Alexander (2005)

13. Example 1 Why don’t we try this? Do you agree? What do you think we should do? Is that right? How about? I have a different idea What else could we do? So do we all agree? I am not sure can you help me Why do you think that? Example 2 Everyone must feel comfortable Listen to everyone Have a reason for your answer Ask questions What does everyone think? Look at the person speaking Help each other Everyone must agree Speak clearly Prompts for good talk in groups or trios : Talking Counts Project, Exeter University

14. Fast rewind: subject knowledge • progression: • calculating • reasoning • measures - money - time • complexity • subtraction • ratio and proportion • counting money • same value – different appearance • fractions • written calculations

15. Fast forward: planning for talk “Teaching is a caring profession: caring for both learners and mathematics, and it is maintaining a balance that can be difficult. It is all to easy to simplify questions and tasks so that everyone can succeed without being significantly challenged… and equally easy to go over their heads with excessive challenge and sophistication” “ The secret of effective questioning is to be genuinely interested not only in what learners are thinking but in how they are thinking, in what connections they are making and not making. Genuine interest in the learners produces a positive effect on learners, for in addition to feeling that they are receiving genuine attention, you can escape the use of questions to control and disturb negatively” John Mason (2010)

16. Fast forward: planning talk activities linked to stories Why stories for maths talk?