Mika and Amelia are discussing the following diagnostic question.
Miss Curtis listens carefully to Mika and Amelia’s response.
“Well, the difference is… 20 is an even number and 15 is an odd number,” suggests Amelia.
“And 20 has two tens and 15 has one ten. Look I’ll show you,” Mika replies whilst busily creating the numbers out of dienes to prove her point.
Miss Curtis is pleased the girls have shown good understanding of place value, odd and even numbers and are proving their thinking with manipulatives. But also lets out an inner sigh.
That language of ‘difference’ has caused confusion for Mika and Amelia.
Using Mathematical Vocabulary
Evidence indicates that high-quality talk can play an important role in supporting learning. Recommendation 2 of EEF’s ‘Improving Mathematics in the Early Years and Key Stage 1’ guidance report highlights the importance of practitioners seizing chances to reinforce mathematical vocabulary, as well as creating opportunities to promote mathematical discussion.
Developing mathematical language – both informal and formal – in the classroom allows children to take an active part in learning. It helps children to develop a better and deeper understanding of mathematical concepts.
Developing knowledge and understanding of precise mathematical vocabulary enables children to communicate more clearly. It supports children to justify, argue and prove their thinking more effectively.
But how can we build in meaningful moments for children to develop and rehearse mathematical language?
Meaningful Moments for Mathematical Talk
Miss Curtis has found out what children already know about addition and subtraction through listening carefully to their mathematical talk. This has helped her to plan her journey of lessons effectively.
Use of precise mathematical language alongside exploration using manipulatives and bar model representations will support conceptual understanding. Repetition through purposeful, playful practice can support the learning to stick.
Playing mathematical games can encourage engagement and create an inclusive environment where all children can take part in mathematical talk.
For games to be purposeful, children need to be provided with sufficient materials, structure and teacher guidance to enable learning.
Let’s take Strike It Out as an example of a meaningful moment for mathematical talk.
Through the act of repeatedly playing, children build fluency of adding and subtracting numbers to 20. They consolidate their understanding of the technical terms sum and difference.
They repeatedly rehearse the precise mathematical vocabulary using the sentence frames for support.
The sum of ____ and _____ is _____.
The difference between _____ and ______ is _____.
Children prove their thinking using manipulatives or representations. Children think about and discuss strategies whilst playing. Posing reflection questions after the game can often inspire meaningful mathematical reasoning for children to explore together.
Whilst playing this game, Miss Curtis listens in to Mika and Amelia’s conversation.
“The difference between 20 and 15 is 5. Look I’ll prove it,” says Amelia. This time she chooses 2 bead strings, showing 20 on one, and 15 on the other. She demonstrates the difference is 5.
Meaningful moments can be an opportunity to reinforce mathematical vocabulary as well as strengthen mathematical skills.
Promoting high-quality talk through purposeful, playful practice – it’s a winning combination.