Abstract

The presentation will share ongoing analysis of video and transcript data collected as part of the ‘Talking Counts’ project funded by the Esmee Fairbairn Foundation at the University of Exeter. In the project we taught Exploratory Talk to young, lower attaining children (aged 6 to 7) and observed the relationship between their talk together and their learning in arithmetic around collaborative open-ended tasks. We identified key incidents when the talk seemed to open an opportunity for learning within a mathematical activity. These incidents are interrogated qualitatively to investigate both the quality of the dialogue as well as the learning in mathematics. This ongoing work will be presented with an opportunity to review the methods of analysis and to share approaches.