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The project, funded by the Esmee Fairbairn Foundation, was carried out in the southwest of England and aimed to develop strategies to support young children (aged 6 to 7 years old) in developing effective talk in small group work. Studies have indicated that in England the traditional initiation-response-feedback (IRF) still dominates in most mathematics classrooms (Kyriacou & Issitt, 2008), and that group work is rarely used strategically (Kutnick, Ota, & Berdondini, 2008; Blatchford, Galton, & Kutnick, 2005). Teachers do not plan for pupil-pupil interactions and pupils have little support in how to interact effectively. Although the children may talk to each other regarding instructions on how to complete a task they often end up working on the mathematics individually. In addition, talk in small groups in England is often directed by the class teacher; this is prevalent in professional development courses using ‘Guided Group Work’ (DCSF, 2010).

Item Type:	Refereed Conference Paper
Keywords:	mathematics, language, group work, collaboration
Research Division:	Education
Research Group:	Curriculum and Pedagogy
Research Field:	Mathematics and Numeracy Curriculum and Pedagogy
Objective Division:	Education and Training
Objective Group:	Teaching and Instruction
Objective Field:	Pedagogy
UTAS Author:	Murphy, C (Dr Carol Murphy)
ID Code:	121607
Year Published:	2013
Deposited By:	Education
Deposited On:	2017-10-05
Last Modified:	2017-11-17
Downloads:	30 View Download Statistics