CMTP: Changes in Mathematics Teaching Project

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How were mathematical ideas shared?

In two lessons students were separated and the teacher worked individually with them, or with small groups. This separation is often seen in classes of low attaining students, particularly when they also have behaviour problems and when individual students are supported by specially-assigned TAs. However in all other lessons there was open and explicit sharing of mathematical ideas among all students.

• Calling out (very little use of hands-up)
• Teacher displays range of work on board/miniwhiteboards for discussion
• Work and share thoughts in pairs or groups
• Students explain methods or reasoning to whole class, maybe on board
• All ideas channelled through teacher, or discussion in which ideas are not channelled through teacher
• Create games or questions for other students
• Class ask questions during all phases of lesson
• Physical activity modelling mathematical concepts as a group
• Groups have to reach agreement about responses

Many of these methods provided contexts in which we saw teachers becoming more challenging and complex in their strategies. Was this 'just' because the students were older and more used to these methods, or was it natural development of teaching in this context, or was it because of shift of focus from tasks and lesson structure to responsive teaching?