To highlight the importance of speaking and listening in maths lessons

To consider ways of developing children’s mathematical vocabulary

To look at a range of activities to use in the classroom

WHY IS TALK IMPORTANT?WHY IS TALK IMPORTANT?

BY SPEAKING, CHILDREN CAN:

consolidate their thinking

gain a better understanding of a concept

make connections between different areas of learning

reflect on their work

spot errors in their work

learn to be clear and convincing

WHY IS TALK IMPORTANT?WHY IS TALK IMPORTANT?

BY LISTENING, CHILDREN CAN:

learn from others

see a problem from a different perspective

become aware of other strategies

see different representations of a problem

become a critical thinker

learn more mathematical vocabulary

WHY IS TALK IMPORTANT?WHY IS TALK IMPORTANT?

BY LISTENING TO CHILDREN, TEACHERS CAN:

Make assessments about what children know or understand

Identify difficulties and misconceptions

Decide on the next steps for a child

Which of these shapes

are triangles?

How can we be sure that this is

a triangle?

It’s red.

Don’t know.

It’s got slanty sides.

It’s got three

straight sides and

three corners.

There’s three

points.

ASKING QUESTIONS ASKING QUESTIONS

Higher order questions require more thinking and generate more discussion.

How could you alter these questions to promote talk?

•Is 28 a multiple of 3?

•What is 78+65?

•What is ¾ of 24?

•What shape is this?

Which sequence is the odd one out, and why?

2, 5, 8, 11 ….6, 9, 12, 15 ….7, 10, 13, 16 ….34, 37, 40, 43 ….-4, -1, 2, 5 …..

Which of these numbers the odd one out, and why?

5, 9, 10

Which shape as the odd one out, and why?

diagonal

• corner

• line

• vertex

• straight

inverse

• backwards

• reverse

• opposite

• operation

a number multiplied by 10 is not the same as itself

if you multiply an even number by 5 the answer is a multiple of 10

a hexagon has no lines of symmetry

an even number ÷ by an even number = an even number

if you fold a square in half you get two triangles

it could be …., because ….

it can’t be …., because ….

it won’t work, because ….

if …. then ….

it would only work if ….

so ….

in that case ….

and phrases like: since, therefore, it will/won’t work when ….

THE VOCABULARY OF REASONING

Language used in maths Child’s language

The everyday language that involves mathematical ideas

Materials language

The language that comes from using concrete and pictorial materials

Mathematical language

The mathematical words that are used with the ideas

Symbols

The mathematical abbreviations and equation

You can say this calculation many different ways.

How many can you think of?

Try to use the different levels of language.

23 – 18 =

Failure to understand mathematical vocabulary may be because:

• children are confused about mathematical terms

(e.g. ‘odd’ and ‘table’ have different meanings in everyday English)• children are confused about the precise use of some words

(e.g. ‘area’ and ‘divide’ are used in everyday English and have similar though more precise meanings in mathematics)• children may not be familiar with mathematical vocabulary

(e.g. words such as ‘subtract’, ‘multiplication’)• children may not understand spoken and written instructions

(e.g. ‘draw a line between’, ‘ring’, ‘find two different ways to..’)

Having a structured approach to the teaching and learning of vocabulary

Introducing new words in a suitable context so they can be explained in a meaningful way

Ensuring children hear adults and other children using the new words correctly

Encouraging children to answer in complete sentences

Displaying the words and phrases the children will be using

Giving children the opportunity to read words aloud and silently

Help children to develop their understanding of mathematical vocabulary by:

16It’s even

It’s a multiple of 2, 4 and 8

It’s the product of 2 and 8

When you divide 32 by 2 it is the quotient

It’s a factor of 64

It’s a square number

It’s double 8

What do you know about this number?

45 54What is the same about these numbers?

What is different?

Word Web

POSITION

The classroom climate

“wait pair share”

Children are given thinking time…

…they have

‘thinking

partners’...

…they make

contributions.

The classroom climate