Classroom talk is important. In my own practice, I consistently built opportunities for pupils to discuss their ideas into my lessons. Yet now, looking back, I wonder whether I actually supported pupils to maximise these opportunities for developing their mathematical understanding.
The importance of talk in promoting learning is evident across multiple recommendations in both the EEF’s ‘Improving Mathematics in the Early Years and Key Stage 1’ and ‘Improving Mathematics in Key Stages 2 and 3’ guidance reports.
Other research, such as Howe et al. (2019), also highlights the significance of encouraging pupils to query and elaborate upon each other’s ideas, as well as supporting all pupils to engage in classroom dialogue.
