to highlight the importance of speaking and listening in maths lessons to consider ways of...
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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
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