Brunel University - Enhancing Mathematical Learning Through Talk

Research evidence shows that in order to provide children with robust learning frameworks and conceptual understanding, a teacher needs to enhance their own subject knowledge in maths as well as their classroom skills in the teaching of maths.

Brunel University worked with primary schools in Wandsworth and Merton. Teachers were encouraged to think about mathematical ideas in depth with a focus on facts, skills and conceptual understanding. Sessions also focused on developing pedagogical expertise through the use of language and talk-in-interaction about mathematical concepts. The project helped teachers become more confident in explaining and teaching mathematical ideas. Pupils had more opportunities to talk about their ideas in the classroom, so practising the use of mathematical vocabulary and developing their reasoning and problem solving skills. There was a significant change in the quality of talk in the interactions between teacher and pupils.

One of the reasons the project worked was the balanced nature of the project team. University academics, with extensive research experience and knowledge, subject experts and classroom practitioners came together to effectively deliver the project. Students were more enthusiastic about learning maths. Teachers said that there were noticeable changes in children’s attitudes and willingness to be engaged in maths activities.

I was talking to my job share partner last week and she said that the turnaround in maths has been powerful. I think it’s the overall effect the project has had, doing all these activities and having an open mind has changed not only the way we plan, deliver and teach maths but the way the children respond!

Valsa Koshy: [email protected]