Supporting mathematical talk

After reading this paragraph, we would invite you to pause reading and watch the short video from the NCETM website, Maths subject leader Clare Christie talks about her Y1 lesson, (the final clip of the set is available using the link at the end of this article) and consider how similar or different...

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Bibliographic Details
Published inMathematics Teaching no. 281; pp. 33 - 36
Main Authors Brown, Julian, Coles, Alf, Ormesher, Caroline, Peatfield, Nicholas, Wilton-Rhead, Sarah
Format Trade Publication Article
LanguageEnglish
Published Derby The Association of Teachers of Mathematics 01.05.2022
Subjects
Critical point
Lesson Plans
Mathematical analysis
Mathematical Concepts
Mathematics
Mathematics Teachers
Numbers
Preservice Teachers
Reading
Scaffolding
Students
Subtraction
Teacher Educators
Teachers
Teaching Methods
Transcripts (Written Records)
Video Technology
Websites
Online AccessGet full text

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Summary:After reading this paragraph, we would invite you to pause reading and watch the short video from the NCETM website, Maths subject leader Clare Christie talks about her Y1 lesson, (the final clip of the set is available using the link at the end of this article) and consider how similar or different this feels to conversations about lessons you may have with colleagues. The focus of the lesson was on difference as a form of subtraction (a series of videos of the teacher teaching and her children learning are available through the same link). In response to this observation Alf offered his awareness of the idea of 'difficult points' as coming from a Chinese lesson planning idea and Julian shared a framework from his recent reading, the 'three-point framework' (Yang and Ricks, 2012), summarised by Choy (2014): the key point refers to key mathematical ideas of the lesson; the difficult point refers to cognitive obstacles encountered by students when they attempt to learn the key point; and the critical point refers to the approach that teachers take to help students overcome the difficult point (p.144, italics in original). The teacher identifies a need to help the children in starting to see a relationship of comparison in the part-part-whole model by scaffolding future situations with this aim in mind.
ISSN:0025-5785