1. What is Dialogic Teaching?
Dialogic teaching (Alexander, R.J., 2008)
interactions which encourage students to think, and to think in different ways
questions which invite much more than simple recall
answers which are justified, followed up and built upon rather than merely received
feedback which informs and leads thinking forward as well as encourages
contributions which are extended rather than fragmented
Alexander, R.J. (2008) Towards Dialogic Teaching: rethinking classroom talk (4th edition), Dialogos.
interactions which encourage students to think, and to think in different ways
questions which invite much more than simple recall
answers which are justified, followed up and built upon rather than merely received
feedback which informs and leads thinking forward as well as encourages
contributions which are extended rather than fragmented
exchanges which chain together into coherent and deepening lines of enquiry
discussion and argumentation which probe and challenge rather than unquestioningly accept
professional engagement with subject matter which liberates classroom discourse from the safe and conventional
classroom organisation, climate and relationships which make all this possible.
NCETM Primary Magazine Issue 74: Maths in the Staff Room

2. Why is mathematical talk important?
Dialogic teaching
exchanges which chain together into coherent and deepening lines of enquiry
discussion and argumentation which probe and challenge rather than unquestioningly accept
professional engagement with subject matter which liberates classroom discourse from the safe and conventional
classroom organisation, climate and relationships which make all this possible.
interactions which encourage students to think, and to think in different ways
questions which invite much more than simple recall
answers which are justified, followed up and built upon rather than merely received
feedback which informs and leads thinking forward as well as encourages
contributions which are extended rather than fragmented
exchanges which chain together into coherent and deepening lines of enquiry
discussion and argumentation which probe and challenge rather than unquestioningly accept
professional engagement with subject matter which liberates classroom discourse from the safe and conventional
classroom organisation, climate and relationships which make all this possible.
NCETM Primary Magazine Issue 74: Maths in the Staff Room

3. “Say what you see; see what is said”
What do you notice?
Image from NRICH
Say what you see; see what is said is used by mathematics educator, John Mason.
“Say what you see; see what is said”
NCETM Primary Magazine Issue 74: Maths in the Staff Room

4. “Say what you see; see what is said”
Which is the odd one out? Why?
“Say what you see; see what is said”
NCETM Primary Magazine Issue 74: Maths in the Staff Room

5. “Say what you see; see what is said”
What’s the same? What’s different?
Images from NRICH
“Say what you see; see what is said”
NCETM Primary Magazine Issue 74: Maths in the Staff Room

6. Is this sometimes, always or never true?
If you add three consecutive numbers, the answer is a multiple of three.
NCETM Primary Magazine Issue 74: Maths in the Staff Room