Research School Network: Maths – it’s good to talk! But what are we talking about…? We need to consider structure and modelling, but also whether our tasks are worth talking about…

When I think back to my time as a pupil in a secondary maths classroom, I don’t often recall much time for discussion.

This is sometimes no bad thing: silence can indeed be golden when grappling with independent practice of complex mathematical problems.

However, we also know there is a growing body of evidence indicating a strong link between participating in mathematical conversations and improved maths attainment. By giving pupils opportunities to talk about mathematics, for example by working together on an unfamiliar problem, we can support them in becoming more confident in talking about the strategies they use.

But effective discussion in mathematics classrooms goes beyond setting up opportunities for talk. I reflect on times when I have unsuccessfully asked pupils to discuss a mathematical problem by simply asking pupils to ​‘talk about’ how they might approach a problem, but without modelling or demonstrating what I mean by this. Predictably, this did not go well. Teachers need to structure and orchestrate discussion, and expertly scaffold learners’ explanations (EEF, 2018), and a recent EEF ​‘Voices from the Classroom’ video, and our accompanying blog, explore this in greater depth.

Is the problem worth talking about?

One of the challenges in setting up opportunities for discussion is ensuring that the problem presented to pupils is worth talking about. Simple, closed questions undoubtedly have their place in the classroom, but questions such as the one below do not stimulate discussion in any meaningful way.

Here are three excellent sources of resources which ARE worth talking about and, with effective modelling and structure, will provide valuable opportunities for mathematical discussion in your classroom.

NCETM Checkpoints

Checkpoints were designed as diagnostic activities to help teachers assess their pupils’ current understanding of mathematical concepts. They are ideal to be used as pair or class discussion prompts, and for pairs to work together informally on mini-whiteboards to formulate their thinking.

You can find the full, free collection of Checkpoints on the NCETM website here.

LUMEN Key Stage 3 scheme of learning

LUMEN have developed a completely free, research-informed, full set of mathematics curriculum resources for Key Stage 3. This includes frequent ​‘Discuss’ prompts, designed to promote a classroom discussion around a mathematical idea.

You can find the full, free LUMEN scheme for KS3here.

ATM Thinkers

I never miss an opportunity to promote this one – possible my all-time favourite resource! Thinkers is a collection of activities to provoke and deepen mathematical thinking., and often lend themselves well to discussion. These are not ​‘bolt-on’ activities but can be integrated into everyday mathematics lessons to promote a classroom culture of mathematical thinking and discussion.

You can buy the Thinkers book here.