Dialogic Teaching in Maths
The use of questioning and paired work in Mathematics
Traditionally, mathematics and language-based subjects have been seen as occurring on opposite sides of a great divide. However, in recent years teachers have realised the importance of talk across the curriculum including mathematics. This is supported by the DfEE (1999a, p11) who state that ‘high quality interactive teaching is oral, interactive and lively. It is a two way process in which pupils are expected to play an interactive role by answering questions, contributing points to discussions, and explaining and demonstrating their methods to the class.’ The recent Cambridge review reinforced the message that ‘teachers should encourage children to develop their speaking and listening skills across the curriculum and not only as part of English lessons.’ (Alexander R, 2010, p343)
In an everyday context talk and dialogue are an essential part of interaction between people. Talk allows us to voice out thoughts, ideas and feelings. It also helps us question and find out what others are thinking – talk therefore helps us make sense of a chaotic world. According to Britton (1970, p. 20) ‘the primary task for speech is to symbolise reality in order for us to be able to deal with it.’ Vygotsky (1962, p.25), states that ‘thought is not merely expressed in words; it comes into existence through them’
In relation to learning, there is strong support for the notion that talk and learning are intricately linked and that if talk ceases so too does learning. (Adams, 1984. p119). ‘Talk is seen to be the major instrument of learning in infancy and subsequent to that we continue to learn by talking about our dialogue with others.’ (Britton, 1970 p.129).
However, research shows that, despite the advantages of talk, teachers are still not using talk as a means to enhance children’s learning. ‘In England, teacher –pupil and pupil – pupil talk is under exploited as
Traditionally, mathematics and language-based subjects have been seen as occurring on opposite sides of a great divide. However, in recent years teachers have realised the importance of talk across the curriculum including mathematics. This is supported by the DfEE (1999a, p11) who state that ‘high quality interactive teaching is oral, interactive and lively. It is a two way process in which pupils are expected to play an interactive role by answering questions, contributing points to discussions, and explaining and demonstrating their methods to the class.’ The recent Cambridge review reinforced the message that ‘teachers should encourage children to develop their speaking and listening skills across the curriculum and not only as part of English lessons.’ (Alexander R, 2010, p343)
In an everyday context talk and dialogue are an essential part of interaction between people. Talk allows us to voice out thoughts, ideas and feelings. It also helps us question and find out what others are thinking – talk therefore helps us make sense of a chaotic world. According to Britton (1970, p. 20) ‘the primary task for speech is to symbolise reality in order for us to be able to deal with it.’ Vygotsky (1962, p.25), states that ‘thought is not merely expressed in words; it comes into existence through them’
In relation to learning, there is strong support for the notion that talk and learning are intricately linked and that if talk ceases so too does learning. (Adams, 1984. p119). ‘Talk is seen to be the major instrument of learning in infancy and subsequent to that we continue to learn by talking about our dialogue with others.’ (Britton, 1970 p.129).
However, research shows that, despite the advantages of talk, teachers are still not using talk as a means to enhance children’s learning. ‘In England, teacher –pupil and pupil – pupil talk is under exploited as
References: 2. Alexander, R. (2004) Towards Dialogic Teaching: Rethinking Classroom Talk, Cambridge: University of Cambridge 3 4. Britton, J. 1970 Language and learning. Harmondsworth: Penguin 5 6. DfEE (1999a) The National Numeracy Strategy: Framework for Teaching Mathematics from Reception to Year 6. London: DfEE 7 8. Joubert M. (Ed.) (2008) Does Articulation Matter When Learning Mathematics? ‘Proceedings of the British Society for research into Learning Mathematics’ Vol 28 No 3 pp54 - 58 9 Online version: http://www.icme-organisers.dk/tsg14/TSG14-07.pdf (Accessed 30/10/2010) 10. Moyles J, Hargreaves L, Merry R, Paterson F & Sarries V (2003) Interactive Teaching in the Primary School – Digging Deeper into Meaning. Open University Press: Berkshire. 11. OFSTED (2009) Summerfield Primary School. http://ofsted.gov.uk/oxedu_reports/display/(id)/107110 (Accessed 25th March 2010) 12. OFSTED (2008) Mathematics: understanding the score http://www.ofsted.gov.uk/Ofsted-home/Publications-and-research/Browse-all- by/Documents-by-type/Thematic-reports/Mathematics-understanding-the-score (Accessed 28th March 2010) 13 14. Van De Weghe, R. (2009) Engaged Learning, London: Sage Ltd 15 16. Wragg, E.C. and Brown, G. (2001) Questioning in the primary school, London: Routledge Falmer.