: Unlocking mathematical minds: The power of live modelling and think alouds Laura-Jo Cavner, Maths lead for Wise Academies, highlights the importance of teachers modelling their own thinking in maths

Reflecting on my past teaching experiences, I have recognised that simply demonstrating methods or providing answers is not enough to empower children to become successful mathematicians. Children need to observe firsthand how to approach problems.

This realisation encouraged me to delve into research on effective teaching practices, leading me to the ​‘Improving Mathematics in Key Stage 2 and 3’ guidance report. I particularly focused on recommendation 5​‘develop pupils’ independence and motivation’. This recommendation highlights the crucial role of teachers in modelling metacognition – the awareness and understanding of one’s own thought processes.

Verbalise to internalise

By verbalising our own thinking or asking probing questions while completing tasks, it enables teachers to guide children towards developing their own metacognitive skills. This not only fosters independence but also creates a sense of ownership and motivation in their learning journey.

I have since implemented this approach in my classroom which has led to improved results. Children are no longer passive recipients of knowledge; instead, they actively engage in the lesson and are able to articulate their reasoning. As a teacher, my goal is for pupils to become independent thinkers and capable of navigating mathematical problems with confidence.

Through modelling my own thinking, I aim to give my pupils the tools they need to navigate mathematical questions with confidence. It is important children witness adults grappling and deciding the starting point, see them persevere when it becomes tricky, and listen to them reason about their strategy choices.

A clip from the classroom

In this clip from the classroom, I started the lesson by expressing how interesting the problem looked, demonstrating a keenness to begin. This is because recommendation 5 highlights the importance of developing positive attitudes and motivation towards maths. Therefore, I always like to approach maths questions with enthusiasm.

When demonstrating my own thinking, I started by asking myself three questions: What can I see? What do I know? And what have I used in the past to help me solve similar questions? I systematically broke down the problem and verbalised my thought process. This deliberate approach ensured that I carefully modelled my own thinking for the pupils. Consequently, when the pupils completed their independent tasks, they mirrored the same structured approach, demonstrating the effectiveness of think alouds.

In summary, the journey towards developing pupils’ mathematical thinking begins with the teacher’s commitment to modelling their own thinking processes. By embracing this approach, we not only empower pupils to excel but also equip them with essential skills for success in the real world.

Reflection

- Do you explicitly model your own thinking?
- How can you incorporate think alouds into your teaching practice to enhance pupils’ metacognitive skills?
- In what ways have you observed pupils benefiting from witnessing your problem-solving process?