It’s not about finding the right activity as much as changing the way you present

the activity.

Talk MathsCamden Maths Learning Network

Developing Maths Through Talk

Emma Bretherton and Paul Smith

Lord Scudamore Foundation School

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.

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.

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. . .?”

Impact on attainment

Children are more able to apply their ‘true facts’ knowledge when problem solving:

SATs 2009

Key Stage 1 - 90% (projected 78%)

Key Stage 2 - 81% (projected 64%)

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.

Year 6 ‘Smoothie’ design project

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.

The ‘Talk Maths’ wayTrying 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 Peculiar,Obvious,General example.

Talk MathsCamden Maths Learning Network

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

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

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

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:

Discussion and Questions

• Tables code activity:- First impressions,

- Methods of approach,

- What helped?

• Ways of developing dialogic learning

• Questions