_mth157
_mth156
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.
mth 156
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.’
math 156
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)
mth157
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’
mth 157
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).
math 157
However, research shows that, despite the advantages of talk, teachers are still not using talk as a means to enhance children’s learning.
mth157
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.
mth 156
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.’
math 156
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)
mth157
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’
mth 157
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).
math 157
However, research shows that, despite the advantages of talk, teachers are still not using talk as a means to enhance children’s learning.
mth157