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Mathematical Talk: The Heartbeat of Classroom Thinking (with Amy How)

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Manage episode 512935888 series 2929726
Content provided by Kieran Mackle. All podcast content including episodes, graphics, and podcast descriptions are uploaded and provided directly by Kieran Mackle or their podcast platform partner. If you believe someone is using your copyrighted work without your permission, you can follow the process outlined here https://podcastplayer.com/legal.

For show notes, links, and a summary episode, sign up for the ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Hey! What You Reading For ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠newsletter. Mondays at 7am BST - https://tdape.beehiiv.com/subscribe

⁠⁠Tickets for Challenge and Depth in Primary Mathematics⁠⁠ (London, Coventry, Manchester) - https://www.eventbrite.co.uk/o/alta-education-73676136923

For maths curriculum questions contact us ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠here⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ or via [email protected]

Episode 249: In this episode of Thinking Deeply About Primary Education, I’m joined by Amy How to explore one of the most powerful yet misunderstood elements of classroom practice: mathematical talk.

We discuss why talk sits at the centre of deep mathematical thinking and how it helps students construct, refine, and communicate their understanding. Amy shares her insights on the delicate balance between talk as a means of reasoning and talk as a window into students’ thinking, addressing the common worry that discussion can become superficial or time-consuming.

Together, we unpack what distinguishes high-quality mathematical talk from general classroom discussion, explore the conditions that allow students to share incomplete or tentative ideas safely, and identify practical strategies that teachers can use to prompt rich, purposeful dialogue.

If you’ve ever wondered how to make talk the engine of mathematical reasoning—without losing structure, pace, or inclusivity—this conversation will give you the clarity and confidence to start tomorrow.

  continue reading

268 episodes

Artwork
iconShare
 
Manage episode 512935888 series 2929726
Content provided by Kieran Mackle. All podcast content including episodes, graphics, and podcast descriptions are uploaded and provided directly by Kieran Mackle or their podcast platform partner. If you believe someone is using your copyrighted work without your permission, you can follow the process outlined here https://podcastplayer.com/legal.

For show notes, links, and a summary episode, sign up for the ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Hey! What You Reading For ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠newsletter. Mondays at 7am BST - https://tdape.beehiiv.com/subscribe

⁠⁠Tickets for Challenge and Depth in Primary Mathematics⁠⁠ (London, Coventry, Manchester) - https://www.eventbrite.co.uk/o/alta-education-73676136923

For maths curriculum questions contact us ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠here⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠ or via [email protected]

Episode 249: In this episode of Thinking Deeply About Primary Education, I’m joined by Amy How to explore one of the most powerful yet misunderstood elements of classroom practice: mathematical talk.

We discuss why talk sits at the centre of deep mathematical thinking and how it helps students construct, refine, and communicate their understanding. Amy shares her insights on the delicate balance between talk as a means of reasoning and talk as a window into students’ thinking, addressing the common worry that discussion can become superficial or time-consuming.

Together, we unpack what distinguishes high-quality mathematical talk from general classroom discussion, explore the conditions that allow students to share incomplete or tentative ideas safely, and identify practical strategies that teachers can use to prompt rich, purposeful dialogue.

If you’ve ever wondered how to make talk the engine of mathematical reasoning—without losing structure, pace, or inclusivity—this conversation will give you the clarity and confidence to start tomorrow.

  continue reading

268 episodes

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