Resourcing Talking in KS1 Mathematics: Investigating pedagogy for collaboration and reasoning

  • Awarded to: Carol Murphy
  • Funding Awarded to Exeter: £ 4,759
  • Dates: 1 May 2010 - 31 July 2010
  • Sponsor(s): National Centre for Excellence in the Teaching of Mathematics (NCETM)
  • https://www.ncetm.org.uk

Introduction:
The focus of this project is on developing pedagogy for talk and understanding in KS1 arithmetic. The project aims to review mathematics specific pedagogy by focusing on the role of talk in supporting children’s understanding of key ideas in arithmetic.
 
Background:
It is proposed that developing children’s collaborative reasoning will support them in moving away from the notion of mathematics as the manipulation of symbols and procedures to an understanding of mathematics as the communication of ideas. In engaging in collaborative reasoning children can test out their understanding in carrying out and applying procedures. Encouraging young children to work in this way requires a different pedagogical approach and for teachers this may well mean learning new skills.
Aims of the project:
• To support teachers in developing an innovative and alternative pedagogy related to children’s understanding of key ideas in arithmetic
• To collaborate in the development of mathematical activities and review interventions that will facilitate children’s talk and reasoning in mathematics
• To identify strategies that are found to support teachers in their professional development
 

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