'Talking Maths': Focus on under-attaining EAL pupils in Year 5
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Authors
Bathe, Karen
Issue Date
2010
Educational Level
ISCED Level 1 Primary education
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
Background: The purpose of the study was to develop the understanding of mathematical language and confidence of EAL pupils in Year 5 to explore mathematical concepts, and to raise their academic attainment.
Aims: The main aim of the development work was to support under-attaining EAL pupils in Year 5 by developing their understanding of mathematical language and their confidence to use it to explore mathematical concepts.
Methods: The participants included a Headteacher, LA adviser, Middle leader, National Strategies consultant, Senior leadership team (SLT), SIP (School Improvement Partner), Subject leader, Teacher, Teaching assistant, and EAL pupils. The methods used included training/support meetings, observation, pupil questionnaires, verbal assessments, test results, observation outcomes, and pupil consultation data. These were used to measure progress and impact on pupil learning and teaching.
Findings: The project has had a positive impact on EAL pupils, increasing their confidence and understanding of mathematical language. Test results and teacher assessment show improved academic attainment, while pupil questionnaire data shows increased participation in class. The project has also improved teaching methods and school organisation.
Implications: The findings of this case study suggest that providing regular, structured opportunities for pupils to talk about maths can have a positive impact on their confidence, understanding, and use of mathematical language. This can lead to improved academic attainment and increased participation in class activities.
Aims: The main aim of the development work was to support under-attaining EAL pupils in Year 5 by developing their understanding of mathematical language and their confidence to use it to explore mathematical concepts.
Methods: The participants included a Headteacher, LA adviser, Middle leader, National Strategies consultant, Senior leadership team (SLT), SIP (School Improvement Partner), Subject leader, Teacher, Teaching assistant, and EAL pupils. The methods used included training/support meetings, observation, pupil questionnaires, verbal assessments, test results, observation outcomes, and pupil consultation data. These were used to measure progress and impact on pupil learning and teaching.
Findings: The project has had a positive impact on EAL pupils, increasing their confidence and understanding of mathematical language. Test results and teacher assessment show improved academic attainment, while pupil questionnaire data shows increased participation in class. The project has also improved teaching methods and school organisation.
Implications: The findings of this case study suggest that providing regular, structured opportunities for pupils to talk about maths can have a positive impact on their confidence, understanding, and use of mathematical language. This can lead to improved academic attainment and increased participation in class activities.
Description
Keywords (free text)
Primary education , Junior education , English - speaking and listening , Mathematics , PSHE