Enhancing Mathematical Learning through Talk June 4th 2014 : Session 3

What assumptions are this project based on? Improved maths subject knowledge Better quality maths talk interaction Increased parental involvement in maths learning Leads to improved attainment in and enthusiasm for maths

Extending the teaching repertoire (3) classroom interactions in maths Noticing significant ‘moments’ in maths lessons (aka: critical or salient incidents, critical moments, turning points) TALK project (Teaching and Learning to Activate children’s Knowledge) define critical moment: “… as a moment in which a teacher’s utterance was significant either in the way a child’s understanding was developed or in the way it was confounded.” (p.105) Myhill, D., Jones, S., Hopper, R. (2006) teacher’s talk critical moment children’s understanding

Framework for analysing critical moments stick to your plans t & l objective takes precedence teacher cues for ‘right’ responses responses accepted or ignored a bit of a muddle teacher’s subject knowledge not secure go with the flow flexible responses to ch’s ideas more opportunities for children’s interactions

Alternative framework for analysing classroom interactions Alexander’s five kinds of teaching talk (repertoire 2) from across 5 countries 3 most frequently observed: Rote – constant repetition of facts, ideas and routines (drilling) Recitation – building up knowledge and understanding by questioning to support recall or, to cue children to work out the answers from material/resources Instruction/exposition – providing explanations or information or telling children what/how to do something

Less frequently observed used by some teachers: Discussion – exchange of ideas/sharing information aimed at solving problems Dialogue – working towards shared understanding through structured, cumulative questioning and discussion which guide and prompt Reference: Robin Alexander (2005) Conference paper: Culture, Dialogue and Learning: Notes on An Emerging Pedagogy