Improving Mathematical Language As a Tool to Develop Children's Mathematical Understanding

Improving mathematical language as a tool to develop children's mathematical understanding

Lyn Wickham

2007-2008


Who am I?

I am currently working with a Year 6 class in a Junior School in Havant. I coordinate maths across the school, and am a Leading Maths Teacher for Hampshire. I am also working towards an MA in Mathematics Education at Chichester University. As an LMT I have spent time researching Problem Solving in Junior Schools and this has lead to my current research for my dissertation on talk and vocabulary in the mathematics classroom.

Why have I chosen this area to research?

For my masters I have spent time researching problem solving in junior schools. I introduced this to my school over the last year (we were previously very much chalk and talk as a school, and to an extent still are) but I noticed that in my school the children were poor at working in groups to solve problems. I believe this could be because they have limited mathematical vocabulary, and are not experienced in talking about maths. This year I am looking to undertake research this issue, by finding how mathematical vocabulary effects mathematical understanding, and by looking at ways to improve maths vocabulary and mathematical talk.


Activities I might use with my class as part of my action research:

·  Mathematical concept cartoons;

·  The “Talk it, solve it!” resource from Beam;

·  Displaying key vocabulary for each unit of work/lesson;

·  Lots of group work lessons e.g. jigsaws, sorting and ordering cards etc;

·  Singing maths songs;

·  Getting the children to write own limericks/maths raps and their own problems

·  Other activities

What am I hoping to find?

By the end of my research I’m hoping to find evidence to support some of these thoughts:

·  Whether good knowledge of mathematical vocabulary helps improve mathematical problem solving;

·  Is mathematical vocabulary important or not in the KS2 curriculum;

·  Successful ways to improve mathematical talk and vocabulary in KS2 classroom;

·  The impact of improved mathematical talk on problem solving;

·  Any other issues that arise.


Methodology – Action Research

I have chosen to use action research as my main method of research for my project because it is a good for “ ’hands-on’ small scale research” (Denscombe, 1998, p57)

Denscombe, when describing action research, states, “research should not only be used to gain a better understanding of the problems that arise in everyday practise, but actually set out to alter things” (Denscombe, 1998, p57). I aim to reflect on my research and current practise and improve my teaching as a result of this project, making this type of research ideal.

Advantages:

·  Positive way of addressing problems – feeds the results of the research directly back into the practise.

·  Contributes to CPD of researcher

·  Improvements as a result benefit the school

Disadvantages

·  Limits the results – could only be valid for that workplace

·  Some factors cannot be controlled as part of everyday practise

·  Workplace ethics put restraints on research

·  Extra work due to changes in routine when trying new concepts

·  Cannot be entirely detached or objective.

Adapted from (Denscombe, 1998, p65)


Key References:

·  Bullock, A (1975) A language for life, Her majesty’s stationary office: London. Found on http://www.dg.dial.pipex.com/documents/docs1/bullock.shtml

·  DfES (2000) Mathematical Vocabulary, DfES

·  Denscombe, M (1998) The good research guide, Open University Press: Buckingham

·  Durkin, K and Shire, B (1991) Language in mathematics education: research and practise, Milton Keynes: Open University Press

·  Hodgen, J (2006) Mathematics inside the black box. Nelson: London

·  Pennant, J. (2005). Talk it, Solve it, reasoning skills in maths years 5 & 6. Beam Education: London

·  Raiker, A (2002), Spoken Language and mathematics, Cambridge Journal of Education, Vol 32, No.1, p45-60

Proposed Timescale

·  Autumn Term – Literary review, plan action research, photo permission forms etc

·  Spring Term – Action research

·  Summer Term – Draw conclusions, write up for submission July 2008



What am I hoping to find?

By the end of my research I’m hoping to find evidence to support some of these thoughts:

·  What does good quality maths talk sound like?

·  What tasks generate good mathematical discussion?

·  An understanding of what needs to happen for the children to get more out of the tasks.

·  Have a bank of tasks and my reasons for choosing them (or not) available to share on the NCETM portal and with my colleagues.

·  Any other issues that arise.


Description of work to be undertaken:

·  Read research on mathematical talk and language to see what other researchers have found out so far – Why talk in maths? What types of talk are there? What type of talk would I like to see? What supports this talk? How will I know children’s talk is progressing?

·  Research a range of activities that I can use with my class.

·  Observe groups talking – what needs to change?

·  Action research – trial ideas on my class and hopefully improve their language.

·  Evaluate classroom implications/impact of activities.

·  Contribute to NCETM portal and write my dissertation.

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