In the last meeting we discussed: Mental mathematics Have you explored this in your school?. Subject Leader. Summer 2009. Agenda. Speaking and Listening in Mathematics The Learning Environment. Speaking and Listening. Aims for session.
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Have you explored this in
‘Talking mathematics should not be seen simply as a rehearsal in class of the vocabulary of mathematics, novel and important though that may be for the young learner. It should extend to high-quality discussion that develops children’s logic, reasoning and deduction skills, and underpins all mathematical learning activity. The ultimate goal is to develop mathematical understanding – comprehension ofmathematical ideas and applications.’
Children need to:
12, 2, 6, 18, 9, 3, 4, 1, 2
Going beyond ‘Initiate, Response, Feedback’
Focusing attention on mathematics rather than ‘getting the answer right’
Working collaboratively with pupils
Enhancing pupils’ self-knowledge about using dialogue as a learning experience
Encouraging high quality pupil dialogue
Using planned opportunities for focussed talk, dialogue and discussion teachers develop an understanding of children’s thought processes and ideas.
‘Teachers can respond in an encouraging manner to pupils’ contributions. There is a need for teachers to be accepting towards pupils’ contributions, to encourage pupils to develop their contributions further and indeed, to allow the direction of a lesson to follow the pupil’s contribution.
Being accepting towards pupils’ contributions may enhance the quality of the discourse, but may also create a tension for the teacher in wanting to direct pupils’ attention towards mathematically acceptable strategies.’ (Kyriacou, C. Issitt, J. 2008)
Tom collects stamps.
One day he counted his stamps.
He said “When I count the stamps by two I have one left over.When I count the stamps by three, I have one left over.When I count by five I have none left over.”
How many stamps has Tom got?
The puppet can:
‘Some teachers go beyond the typical use of IRF which involves asking pupils to answer closed questions and then giving them some evaluative feedback. Some teachers use more open-ended question and follow-up questions, and asking pupils to explain the method they had used.’ (Kyriacou, C. Issitt, J. 2008)
Questions can be classified as those that:
e.g. What is the question asking you to do?
teaching e.g. How can you find the answer?
Questioning can be improved by ensuring a balance between closed questions and open questions that demand more complex and higher order thinking.
Examples of open-ended questions that genuinely invite children to think include:
Provides regular opportunities for all children and adults to talk about mathematics in order
to challenge mathematical ideas
to refine thinking
to confirm understanding
Involves listening and responding to one another’s ideas to build on and secure learning
Develops and shares models of how mathematical language can be used accurately
Links to and between practical, written and all other forms of mathematical communication
Is an integral part of effective mathematics learning
How can you promote the profile of mathematical dialogue within your school?
‘ Children need the right environment to be able to be able to learn and thrive’
The Children’s Plan
The child’s environment closed questions and open questions that demand more complex and higher order thinking.
Where the learning environment is well organised and used flexibly to support a range of different interactive teaching and learning approaches, personalised learning can be considerably enhanced. The school classroom, and the organisation of resources within it, can have a very significant impact on the quality of children’s learning.
Where the learning environment is flexibly to support a range of different interactive teaching and learning approaches, personalised learning can be considerably enhanced. The school classroom, and the organisation of resources within it, can have a very significant impact on the quality of children’s learning.well organised and used flexibly to support a range of different interactive teaching and learning approaches, personalised learning can be considerably enhanced. The school classroom, and the organisation of resources within it, can have a very significant impact on the quality of children’s learning.
Is there evidence of Mathematics?
Is the learning environment arranged and organised to promote learning and children’s attainment?
What elements of your learning environment promote the learning and support all learners in Mathematics?
What is a ‘working wall’?
What do we want, need, like to see on a Classroom wall or in a Classroom to really support and help children learn? ... and help us teach?
Interactive challenges pupils’ learning?
Displays Working walls Learning walls
Resources easily accessible
Counters, number lines,100 squares & rulers
But, there is NO space on my walls! pupils’ learning?
Use windows . . . pupils’ learning?
tables . . . pupils’ learning?
prompt sheets . . . pupils’ learning?
or doors! pupils’ learning?
What might the title be?
Could you write a question about
this chart for your friends to answer
Here is a calculation. pupils’ learning?
Can you write a
word problem for it?
43 – 17 = 26
To have an engaging, rich, informative and challenging learning environment