How scaffolds can effectively support children in their development of spoken reasoning in maths
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Authors
Pearson, Chloe
Issue Date
2016
Type
Research Report
Language
en
Keywords (free text)
writing , maths , language , primary education
Alternative Title
Abstract
Aims:
The main aim is to develop children's ability to articulate their reasoning in maths through the use of scaffolds, language support, and modelling of writing techniques.
Methods:
The participants in this development work were the maths coordinator, year 5 class, and other adults who work within the class. The focus was on improving children's ability to articulate their reasoning in maths. Methods used include pre-planned scaffolds, Number Talks, oral rehearsal, emphasis on process over solution, modelled and shared writing techniques, Dear Chloe's, and pink and green marking.
Findings:
Scaffolds developed spoken reasoning in maths, resulting in improved attitudes, confidence and quality of talk and written reflections.
Implications:
The findings suggest that scaffolds can effectively support children in developing their spoken reasoning in maths, leading to improved attitudes, confidence, and quality of talk and written reflections.