NotesFAQContact Us
Search Tips
ERIC Number: EJ768780
Record Type: Journal
Publication Date: 2006-Nov
Pages: 3
Abstractor: ERIC
ISSN: ISSN-0025-5785
Peer Talk
Wheeldon, Irene
Mathematics Teaching Incorporating Micromath, n199 p39-41 Nov 2006
This article presents a study on how to improve the quality of Year 1 children's mathematical talk. Using a dictaphone, the children were recorded as they worked with their partner. Later, the children's responses were marked against a checklist of three types of talk: (1) disputational; (2) cumulative; and (3) exploratory. Throughout the study six different tasks were used--one per week. The tasks were designed to fulfill learning objectives in mathematics and speaking and listening. The results show that by the end of the study there was a significant increase in the use of exploratory talk, and the use of disputational talk had decreased. Another interesting finding is that although the sessions were of the same length of time, the final observations show that more statements were made, suggesting that the children's confidence may have increased. Overall, this study has illustrated how the explicit teaching and modelling of exploratory talk to children and subsequent fading of this support can encourage and prompt children into using exploratory talk in their own mathematical investigations. This can be complimented with the establishment of agreed ground rules, which are reviewed regularly and within an environment where there is a positive ethos and conjecturing atmosphere. The results of this study fit with what previous researchers have found in this area. (Contains 4 figures.)
Association of Teachers of Mathematics. Unit 7 Prime Industrial Park, Shaftesbury Street, Derby, DE23 8YB, UK. Tel: +44-1332-346599; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Grade 1
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom