Research School Network: What Does Learning Sound Like in Your Maths Classroom? What Does Learning Sound Like in Your Maths Classroom?

What does learning sound like in your classroom? Is it silent, focused and calm? Or is it full of explanation, challenge and pupils building on each other’s ideas?

For many of us, quiet classrooms can feel productive. However, the evidence tells a more complex story. The Education Endowment Foundation (EEF) highlights that pupils develop deeper understanding when they are actively engaged in explaining their thinking, reflecting on strategies and making connections. In other words, learning isn’t just about what pupils do; it’s also about what they think and what they say.

The problem with ​‘good’ maths lessons

You might recognise this scenario: pupils complete a full page of work, most answers are correct, and the lesson feels successful. Yet when you ask pupils to explain their reasoning or justify why a method works, the depth of understanding is not always there.

At Manchester Communication Academy, we have found that pupils can often carry out procedures successfully, but it is through carefully structured discussion that misconceptions and gaps in understanding come to the surface for both teachers and pupils.

EEF guidance consistently reminds us that getting the right answer does not always mean pupils have developed a secure conceptual understanding. The challenge, therefore, is how we move beyond correct answers and support pupils to think deeply about the mathematics behind them.

A shift in focus

Improving the quality of classroom talk is one of the most powerful and often overlooked ways to deepen understanding.

But simply getting pupils talking more is not enough. Without careful planning, discussion can be dominated by a handful of pupils, remain at a surface level, or even reinforce misconceptions. The EEF reminds us that effective teaching is not about activity for activity’s sake; it is about ensuring that every aspect of the lesson is purposeful and supports learning.

So, how can we use talk in a way that genuinely develops mathematical understanding?

A practical, evidence-informed approach

One approach that has helped us develop more purposeful mathematical discussion is the EEF’s TOLD framework. It provides a simple structure for ensuring that all pupils participate in meaningful talk, make connections between ideas and engage with different viewpoints.

For example, when comparing two methods for solving an equation, pupils might be asked to explain their reasoning and discuss which method is the most efficient. These structured opportunities for discussion help make mathematical thinking visible and give both teachers and pupils a deeper insight into understanding and misconceptions. In the webinar linked below, I explore the TOLD framework in more detail and share practical examples of how it can be used to support deeper learning in mathematics.

Avoiding common pitfalls

Developing meaningful classroom talk can be challenging. We’ve all experienced discussions where the same few pupils contribute, conversations stay at a surface level, or misconceptions go unnoticed. Simply creating more opportunities for pupils to talk is not enough. What matters is how that talk is structured and guided so that it encourages pupils to think more deeply, explain their reasoning and engage with the ideas of others. When used purposefully, classroom discussion becomes a powerful tool for learning rather than just another classroom activity.

A small change, a big impact

EEF evidence suggests that when pupils are given opportunities to explain their thinking, reflect on their approaches and make connections between mathematical ideas, their understanding becomes deeper and more secure.

In many cases, improving learning does not require a complete overhaul of classroom practice. Small changes to the way we structure and facilitate mathematical discussion can have a significant impact. Ultimately, the goal is not simply to get pupils talking more, but to use talk as a tool for helping them think more deeply about mathematics.

Watch the webinar

If you’re interested in developing talk in your maths classroom in a way that is practical, manageable and grounded in evidence, you can watch the full webinar here:

Using Talk to Promote Mathematical Thinking

Resources

EEF Improving Mathematics in Key Stages 2 and 3 Guidance Report

TOLD Strategy Poster