Developing Exploratory Talk in Year 1 Mathematics

Background: We undertook this inquiry in a Year 1 class within a two-form entry primary school in Bradford, where oracy development has been identified as a school priority. Oracy appears in the School Improvement Plan, staff have received some training, and there are already planned opportunities for talk within class assemblies and across school life. In our own classroom, we had embedded ‘Talk Rules’, introduced ‘Talk Detectives’, and begun to reward thoughtful spoken responses. Within this wider context, we wanted to strengthen pupils’ ability to discuss, explain and demonstrate their mathematical understanding through structured talk. Aims: Our inquiry asked: How can we help Year One pupils to use oracy ground rules and exploratory talk to develop knowledge and understanding in maths? We focused particularly on using ground rules, stem sentences, modelling, partner talk and ‘Talk Tokens’ to support children in explaining subtraction within 20 using known number bonds within 10. Methods: We conducted the inquiry in a class of 30 children aged five to six. Two research lessons were taught as a sequence within maths. In both lessons, children explored subtraction within 20 using ten frames, counters, part-whole models and base 10. We tracked three case learners in detail and gathered evidence through lesson observations, learner interviews, staff discussion and final learner assessment. Findings: We found that clear ground rules, exploratory talk, stem sentences and modelling supported children’s confidence, turn-taking and explanations in mathematics. Talk Tokens had a positive effect for some learners, especially quieter children, but were initially distracting for others. Between Research Lesson 1 and Research Lesson 2, slowing down the introduction of Talk Tokens and increasing modelling improved the quality of engagement. The inquiry showed that pupils respond differently to oracy strategies and need different levels of structure and support. Implications for practice: The inquiry has reinforced the value of carefully staged oracy strategies, explicit modelling, scaffolded language, and practical maths resources. We will continue to embed structured talk across the curriculum, while adapting tools such as Talk Tokens according to pupils’ readiness. The inquiry also has implications for whole-school pedagogy, showing that oracy needs consistency, deliberate planning and close collaboration between teachers and support staff.

Keywords

oracy, exploratory talk, ground rules, mathematics education, research lesson study

Permanent link to cite this item

https://hdl.handle.net/20.500.14069/1468
https://doi.org/10.71779/886

Collections

Leading Education Improvement Through Oracy-Oriented Inquiry