Teaching Children How to Use Language to Solve Maths Problems

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What teaching methods worked well?

The study found that pupils felt that the group discussion approach allowed them to pool ideas, and reach conclusions they could not have reached individually. However, whole class discussion worked well only when teachers had received effective training. Training involved discussion of underlying principles, teachers' engagement in group problem solving activities (and a reflection on how they did so) and a group analysis of the talk of children working in groups, based on videos and transcripts. They were also asked to discuss and reflect on the ways in which they explored, guided and modelled talk for children, and how they set up children's participation in working groups.

Whole class discussion in this approach sometimes involved simple techniques, such as allowing the pupils to lead discussion and the use of 'reasoning words', such as 'what', 'how', 'if' and 'why'. It was also important, when using whole class discussion all students take part as the skills learned in this way can also be applied to group work. The following is an extract from a transcript of a small group activity:

Kylie: No 'cos I think like Rebecca, I think it's halving because we had 6, and it ended up 3. Now we've got 4 and it ended up in 2. Do you think half the number or subtract? Do you want to check? Do you want the reveal thing?

Tony: No, I think it's what Maya said.

Rebecca: What did you say?

Maya: I said try 4 and it would come out half.

Kylie: Tony, do you want to try a different number, try once more?

Rebecca: Let's see if we put in an odd number and see what happens.

Kylie: Yeah, an odd number. (Short interruption while they adjust the seating to make sure that Tony has enough room and remains included in the group) Do you want to all try 5?

Rebecca: Try 5 yeah?

Kylie: Do we all agree?

Tony: Yeah.

Maya: Nought... 2.5

Kylie: We thought it was half the number (To teacher, who has joined the group).

Rebecca: Half the number.

In group discussion the key factor was to impress the clear use of ground rules on students; before this method was used, small group work in the target classes often suffered as some children were dominating, others were quiet and discussion often led to ignoring the task at hand. The researchers found that by making the ground rules clear, that small group activity was improved, and each member of the group was included.