The impact of the Promoting Early Number Talk project on classroom mathematics talk. Issue 11 (19th September 2019)

• Record Type: Journal Article
• Authors: Moffett, Pamela; Eaton, Patricia
• Is Part Of: Early child development and care. Volume 189:Issue 11(2019)
• Page Start: 1763
• Page End: 1775
• Publication Date: 2019-09-19
• Subjects: Mathematics -- teaching and learning -- number -- language -- vocabulary development -- early years; Child development -- Periodicals; Children -- Services for -- Periodicals; 155.405
• DOI: 10.1080/03004430.2017.1412954
• Languages: English
• ISSNs: 0300-4430

Abstract

ABSTRACT: It is widely acknowledged that teaching and learning the language of mathematics is essential for the development of mathematical proficiency. Recent research highlights the need for explicit vocabulary instruction in mathematics. The Promoting Early Number Talk (PENT) project explored the effect of 'Number Talk' – a resource book to promote early number vocabulary – on teaching and learning in five Year 1 primary school classes in Northern Ireland. This article investigates the impact of the PENT project on classroom mathematics talk. Findings from group interviews with the five teachers demonstrate an increased awareness of the importance of mathematics vocabulary and indicate that changes in classroom practice had supported children's language and learning.