
05364294
j
2008f.00119
Maple, Lynda
Encouraging talk in the classroom.
Equals 14, No. 2, 1415 (2008).
2008
Mathematical Association (MA), Leicester
EN
C56
C76
D46
classroom conversation
verbal communication
language in the mathematics classroom
special education
channelling
clarifying
agreeing
teaching methods
From the introduction: The author works with a group of teachers to promote ``Exploratory Talk''. The group of teachers has received a research grant from NCETM to explore ways of promoting fruitful talk in mathematics classrooms. This has been described as $Exploratory Talk$ and it happens when people engage critically but constructively with each other's ideas. When children use language in this way, their reasoning becomes visible  they say, ``I think ... because ... , `` and answer questions as to why. The teachers meet together for a day each term to discuss, write, trial and review lessons where the activities are planned to stimulate and extend pupils' mathematical thinking. They consider whether this professional development model is effective in changing classroom practices. The primary CAME (Cognitive Acceleration in Mathematics Education) approach shares many of the features of existing good practice in primary mathematics; children are encouraged to talk, listen, question and debate their mathematical ideas. They are looking to build on this as part of the research.