What knowledge is necessary to encourage mathematical talk?

Abstract

This paper presents the results from a follow-up study to a London Mayor’s funded project which aimed to support teachers of KS1 pupils (age 4-6) to encourage mathematical talk in their classrooms. The original study was an eighteen-month intervention programme to support teachers to develop their mathematics subject knowledge and their use of mathematical talk by providing readings and activities to use in school with their pupils. Findings from follow-up interviews with eight teachers suggest that the impact of developing subject knowledge gave teachers the confidence to try different pedagogical approaches related to talk.