Research School Network: Speaking the Language of Numbers: The Power of Oracy in Maths (3of 3) Speaking the Language of Numbers: The Power of Oracy in Maths (3 of 3)

In my first blog, I discussed the importance of oracy in mathematics and how fostering strong verbal communication can deepen students’ understanding of mathematical concepts. My second blog explored practical strategies to facilitate oracy in the classroom, through the use of exploratory talk tasks (Talk for Maths, 2024), where students discuss, question and reason through problems together. In this blog, I will reflect on the impact these approaches have had on my pupils.

We know that oracy is fundamental for deeper understanding in maths (Krpan, 2013). By creating opportunities for meaningful dialogue, I have seen first-hand how it has transformed my students engagement, confidence and problem-solving skills in mathematics. In particular, how exploratory talk tasks have promoted active engagement and helped our pupils see maths not just as a series of steps to follow but as a dynamic, interactive process.

Impact of Oracy in Maths

Having consistent opportunities for oracy in every maths lesson has had a positive impact on our pupils at Deeplish Primary Academy:

Improved Problem-Solving Skills: our pupils are more confident in tackling mathematical problems because they can talk through the steps with their peers and ask each other questions.

Better Understanding of Mathematical Concepts: explaining their thinking, helps our pupils make connections between different mathematical concepts, leading to more cohesive understanding.

Greater Engagement in Lessons: oracy has made our maths lessons more dynamic. Pupils are actively involved and they look forward to discussing their ideas with their peers.

Improved Communication and Collaboration Skills: regular engagement in discussions have allowed our pupils to not only learn to articulate their own ideas but also practice listening to and respecting the opinions of their peers.

Building Confidence and a Growth Mindset: our students have grown in confidence, feeling more comfortable in expressing their ideas without the fear of making mistakes. We have fostered a culture where children view challenges and mistakes as opportunities for learning and improvement.


As a result of embedding oracy successfully in our maths lessons, specifically exploratory talk tasks, we have seen significant improvements in both student engagement and achievement. In our 2024 cohort, our Key Stage 2 expected standard was significantly above national, in the 84^th percentile and our Key Stage 2 high standard was also significantly above national, in the 83^rd percentile.

As Primary Maths Lead at Deeplish, I believe that by embracing oracy we have created classrooms where all students feel empowered to articulate their understanding and engage in mathematical thinking on a deeper level. Oracy has helped our pupils become reflective learners, they are not just focused on getting the right answer but on understanding why an answer works and how they can apply it in different contexts. At Deeplish, we have observed our students flourish in their learning journey: sharing ideas, articulating their thought processes, asking questions, learning from their mistakes and becoming critical thinkers.

Call to Action

If you’re a fellow educator, I encourage you to explore how oracy can enhance your maths teaching and your pupils understanding of mathematical concepts. As you begin to implement more opportunities for your students to discuss their thinking, share strategies and engage in collaborative problem-solving, I am excited for you to see how this approach will nurture their critical thinking, boost their confidence and strengthen their communication skills, not just in maths but in all subjects. Start with small changes – creating a safe and supportive environment to communicate – and watch how this transforms their learning experience. The National Literacy Trust (2017) confirms that the development of oracy skills in mathematics supports not only communication but also comprehension and reasoning. So, let’s give our students the tools they need to discuss, explain and verbalise their thinking in maths to clarify misunderstandings and solidify their conceptual understanding.

References

- Krpan, C. M. (2013). The Role of Talk in Mathematics Education. Journal of Mathematics Education, 6(2), p. 45 – 61.
- National Literacy Trust (2017). Oracy in the Classroom: Developing Effective Communication Skills in Mathematics. London: National Literacy Trust.
- Oxford Mastery Framework (2024). Talk for Maths Benchmarks [guidance report].