Teaching Children How to Use Language to Solve Maths Problems

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Mathematics

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Authors

Mercer, N. & Sams, C

Publisher

Language & Education 20 (6) pp. 507-528

Introduction

This study looked at effective ways of using class discussion to improve the teaching of maths and science. The research suggested that children can be helped to use talk more effectively as a tool for reasoning. But if this class discussion is not organised well then the talk can be unproductive, uncooperative or off task.

The researchers used set lesson plans and taught skills in British primary schools to compare students' use of exploratory talk (an explicit, collaborative style of reasoning) and discussion. This builds upon earlier research by the same authors which showed that exploratory talk led to individual improvements in pupils' test results.

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Research Home Themes \| Find digests \| About the digests resources glossary researchers contact TRIPS Introduction What did the researchers discover about teaching and maths? What did the thinking together lessons involve? What teaching methods worked well? How was the study designed? What are the implications for practitioners? Where can I find out more? Send us your feedback Collated digests Teaching Children How to Use Language to Solve Maths Problems To view/remove/add notes and save your collated digests click here Get Word Reader Teaching Children How to Use Language to Solve Maths Problems This digest found in Mathematics Send to a friend Printer friendly Authors Mercer, N. & Sams, C Publisher Language & Education 20 (6) pp. 507-528 Introduction This study looked at effective ways of using class discussion to improve the teaching of maths and science. The research suggested that children can be helped to use talk more effectively as a tool for reasoning. But if this class discussion is not organised well then the talk can be unproductive, uncooperative or off task. The researchers used set lesson plans and taught skills in British primary schools to compare students' use of exploratory talk (an explicit, collaborative style of reasoning) and discussion. This builds upon earlier research by the same authors which showed that exploratory talk led to individual improvements in pupils' test results.