New resources help students speak the language of maths

The ‘Developing Language-Responsive Mathematics Classrooms’ project, led by the University of Oxford’s Department of Education and funded by the Nuffield Foundation, found that using the materials noticeably improved levels of student understanding, reasoning, and engagement.

Jenni Ingram, Professor of Mathematics Education and lead researcher of the project, said “Developing these resources in collaboration with an enthusiastic group of mathematics teachers over the last few years has been a real pleasure, and I am delighted now to be able to share them with a wider audience.

“We are becoming increasingly aware of the important role that language can play in promoting and progressing mathematical thinking, and these techniques and task guidance will help teachers put ideas from research into practice.”

Instead of simplifying mathematical terms, the materials encourage teachers to amplify mathematical language, exploring the meaning of key terms, linking representations, and supporting students in expressing ideas clearly.

The topic-specific resources cover linear equations, angles in parallel lines, and probability, and include guidance and strategies that are easy to integrate into existing lessons.

Classroom analysis showed that using the new materials improved levels of cognitive engagement and student reasoning. Students in these lessons explained why methods worked, not just how, and took greater ownership of their learning.

Teachers reported becoming more conscious of their own language use, and found they were intervening less whilst prompting richer and deeper classroom discussions.

Resources

Explore the free professional development resources.

Download the full report: Developing language-responsive mathematics classrooms.

Notes to editors:

This project has been funded by the Nuffield Foundation, but the views expressed are those of the authors and not necessarily the Foundation. Visit Nuffield.org