Dissertation: Exemplar 4 Talk for learning - Maths

November 25, 2014  |  By  | 

‘outstanding’ in their overall effecti veness of teaching mathematics employed high quality and expert mathematicians and had various guidance available on site to help staff improve their own teaching of mathematics. This indicates that schools employing mathematicians and those equipped with adequate resources achieve better, based on the information from this report. The Primary Framework for Literacy and Numeracy (DfES, 2006, p65) emphasised that in ‘good mathematics teaching’ children ‘support one another in group work and are happy to share their ideas and to explain their reasoning and methods’. S ocial interaction such as group work allows children to work more effectively when solving mathematical problems, as supported by Sullivan et al (2012). They argue that effective teaching in mathematics involves choice and the use of tasks, combined with challenging students, allowing them to think, make decisions and communicate with each other. One of the aims of the new curriculum (DfE, 2013) is for children to be able to ‘reason mathemati cally by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language.’ This places a further emphasis on the importance of talk and communication in mathematics as suggested previously by Sullivan et al (2012), who suggests these are several of the components needed to achieve effective teaching in mathematics. 1.3. Local context School X is small Church of England lower school located in a small quiet village close to a popular and diverse town. There are currently two hundred and fifty three children on the roll. The most recent Ofsted report (Appendix III) rated both the overall effectiveness and capacity for sustained improvement of the school as ‘good’. The number of children with English as an additional language and children with special educational needs is not high. This study took place in a lower ability year three mathematics class. The class consists of twenty eight children, seventeen of which were male and eleven female. Within the class there are three children with English as an additional language and three children with special educational needs. The vast majority of the class are

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