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It’s not about finding the right activity as much as changing the way you present the activity. Talk Maths Camden Maths Learning Network.

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Presentation on theme: "It’s not about finding the right activity as much as changing the way you present the activity. Talk Maths Camden Maths Learning Network."— Presentation transcript:

1 It’s not about finding the right activity as much as changing the way you present the activity. Talk Maths Camden Maths Learning Network

2 Developing Maths Through Talk Emma Bretherton and Paul Smith Lord Scudamore Foundation School

3 What were our aims? Improve mathematical reasoning and questioning skills, Enhance the quality of interaction, Increase confidence through positive shared experiences, Investigate methods of problem solving and ways of recording work, A more individualised Maths curriculum through different learning styles.

4 Why should we use ‘Talk Maths’? Children need to talk and to experience a rich diet of spoken language in order to open up their thinking and learning. Aims to improve children’s confidence in maths as well as promote a positive risk-taking ethos.

5 Ways of encouraging meaningful talk Talk partners, Discussion time before making a response, Reduce passive listening time, Thinking, pairing, group sharing, Investigation work that can be shared, An agreed set of rules for all, ‘Ready to share’ signal, Challenge peers through response. “Why did...?”, “How will... ?”, “What if you...?”

6 Impact on attainment Children are more able to apply their ‘true facts’ knowledge when problem solving: SATs 2009 Key Stage % (projected 78%) Key Stage % (projected 64%)

7 Impact on teaching Questions that engage pupils and encourage them to explore ideas to a higher level. Less formal methods to help children develop links. Greater use of a variety of stimuli.

8 Year 6 ‘Smoothie’ design project

9 Impact on learners Feedback discussions led by the pupils. Realising that there is more than one answer and way to get there. Effect on those who relied on security of traditional right/wrong approach.

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11 The ‘Talk Maths’ way Trying out the 9 questions: 1.Why is that a good mistake? 2.If we know this, what else do we know? 3.Give me...tell me...show me... 4.Why is this the odd one out? 5.The answer is...what is the question? 6.Can you zone in? 7.Give me a silly answer for...? 8.Always, sometimes, never true? 9.Give me a P eculiar, O bvious, G eneral example. Talk Maths Camden Maths Learning Network

12 Example – Always, sometimes, never true? All prime numbers must be odd. The square of an odd number e.g. 7x7 =49 is always one more than a multiple of 4. The product of any 3 consecutive odd numbers is always divisible by 3

13 Getting everyone on board Professional Enquiry Group formed Focus – ‘Developing Mathematics through a dialogic learning approach’ Enquiry through own class practice Collaborative approach - impact of our research INSET - use of ‘Talk Maths’ throughout the school Homework - teachers to try 3 of the 9 questions over a specified period

14 Getting everyone on board Feedback meeting - share experiences Bank of resources set up Coordinators observed ‘Talk Maths’ throughout school Individual areas for further development Small scale department meetings held on regular basis Discuss progress and expand ideas

15 Match teachers with similar areas of development Provide time to collaboratively plan and teach ‘Talk Maths’ sessions designed to further their area of interest Look at ways of including parents in ‘Talk Maths’ Our next step:

16 Discussion and Questions Tables code activity: - First impressions, - Methods of approach, - What helped? Ways of developing dialogic learning Questions


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