Research School Network: Oracy and Disciplinary Mathematics Bridging Communication and Mathematical Thinking

Oracy — the development of speaking and listening skills — is increasingly recognised as a crucial component in mathematics education. Integrating oracy into mathematics not only enhances students’ communication abilities but also deepens their conceptual understanding and problem-solving skills. Research from the Education Endowment Foundation (EEF) and initiatives by Maths Hubs reinforce the significance of oracy in the mathematics classroom.

Effective mathematical learning involves articulating reasoning, engaging in discussions, and explaining problem-solving processes. Oracy facilitates these activities by enabling students to verbalise their thinking, question assumptions, and collaboratively explore multiple solutions. This verbal engagement fosters a deeper understanding of mathematical concepts and promotes critical thinking.

The EEF’s guidance reports highlight the importance of language in mathematics education. In Improving Mathematics in the Early Years and Key Stage 1, the EEF emphasises integrating mathematical discussions into daily activities to familiarise children with mathematical language and concepts. This approach helps young learners build a strong foundation in mathematics through regular verbal interactions.

Similarly, the Improving Mathematics in Key Stages 2 and 3 report emphasises the value of mathematical dialogue. Encouraging students to discuss their mathematical thinking and reasoning can lead to significant improvements in understanding and retention. The report suggests that structured mathematical discussions enable students to articulate their thought processes, confront misconceptions, and develop a more profound comprehension of mathematical ideas.

Maths Hubs across the UK have been actively exploring the integration of oracy in mathematics through Research and Innovation Work Groups (RIWGs). These initiatives aim to develop strategies that enhance students’ mathematical understanding via improved communication skills. For instance, Maths Hubs have collaborated with Voice 21 to implement the Oracy Framework in mathematics classrooms. This framework provides a structured approach to developing students’ speaking and listening skills within the context of mathematics, promoting a culture of rich mathematical dialogue.

Additionally, Maths Hubs are incorporating oracy across various Work Groups, recognising it as a vital part of mathematics learning. By focusing on both ​“learning to talk” and ​“learning through talk,” these initiatives aim to create environments where students can articulate mathematical ideas clearly and confidently, thereby enhancing their overall mathematical proficiency.

Implementing oracy in the mathematics classroom involves deliberate strategies to encourage student dialogue and reasoning. Here are some practical approaches:

Mathematical Discussions: Create an expectation and numerous opportunities for students to discuss mathematical problems in pairs or small groups. This collaborative approach allows them to articulate their thinking and consider different perspectives. Use this to enhance the culture of listening – Listening is purposeful when students know that they are going to be asked questions based on what they’ve heard.

Use of Mathematical Language: Introduce vocabulary and encourage the use of precise mathematical vocabulary during discussions. This practice helps students become familiar with the language of mathematics and express their ideas more clearly.

Questioning Techniques: Employ open-ended questions that prompt students to explain their reasoning. Questions like ​“Can you explain how you arrived at that solution?” or ​“Why do you think that method works?” stimulate deeper thinking and verbal articulation.

Think-Pair-Share: Implement the think-pair-share technique, where students first think about a problem individually, then discuss their thoughts with a partner, and finally share their insights with the class. This method promotes individual reflection followed by collaborative discussion and provides an opportunity to draw reluctant pupils into a discussion ​“Did you get that answer?”.

Mathematical Presentations: Encourage students to present their solutions to the class. Presenting requires them to organise their thoughts and communicate their reasoning effectively, reinforcing their understanding. Support students to organise their thinking with stem sentences during teaching.

Incorporating oracy into mathematics education offers several benefits:

Enhanced Understanding: Verbalising mathematical concepts helps solidify understanding and identify misconceptions.

Improved Problem-Solving Skills: Discussing various approaches to problems enables students to develop flexible problem-solving strategies.

Increased Engagement: Active participation in discussions fosters a more engaging and interactive learning environment.

Development of Communication Skills: Regular practice in articulating mathematical ideas enhances overall communication abilities, which are essential beyond the classroom.

Integrating oracy into mathematics education is a powerful approach to enhancing students’ understanding, engagement, and communication skills. Evidence from the EEF and initiatives by Maths Hubs demonstrate that fostering a classroom environment rich in mathematical dialogue leads to significant educational benefits. By implementing structured opportunities for discussion and encouraging precise use of mathematical language, educators can create a more inclusive and effective mathematics learning experience.