My inquiry focus has evolved throughout the year, while maintaining a central focus on language acquisition. I initially investigated how collaborative group work and peer sharing could enhance learning outcomes, a focus well-suited to our use of Numicon maths materials, which naturally encourages group talk and collaboration.
Over time, my investigation narrowed from observing how peer-to-peer conversation supports learning to exploring specific strategies for promoting the active use of new mathematical language during lessons. The goal is to enable students to use new language confidently during guided lessons as well as independent settings.
Each Numicon topic introduces new vocabulary for students to learn throughout the week. Since intentionally focusing on the new vocabulary, I have observed an improvement in students' use and understanding of mathematical language. They are now not only using the terms more confidently but are also beginning to generalize them to new contexts. I particularly enjoy seeing students use the language in real world contexts as it shows a true understanding of the language and concepts.
My approach involves making the vocabulary visible on a word wall and in weekly lesson slides on the class site. I dedicate time at the beginning of each lesson to review the words and their meanings with the class. During group work and peer-sharing sessions, I encourage the use of specific language and direct student's attention to the word wall. Observing student conversations has become a powerful formative assessment tool, and I have noted a consistent increase in their application of new terminology when they share their ideas with the class.
With summative assessments coming up, I am interested to see if students show an understanding of the maths terms in the PAT test as well as in Numicon assessments.
In the photos below, you can see children using materials whilst having group discussions.
Weekly group slides on the class site: Vocabulary is visible.
