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

2. 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

3. 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

4. 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

5. 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

6. 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