Teach Secondary Issue 14.8

“ Excuse me! Can we be a bit more mindful about the language we are using please? ” I’mnot talking about the expletives youmight hear being muttered by a Y10 student during a fraught Friday afternoon lesson. I mean the mathematical language teachers use every day to explain concepts and provide reasoning. Precise vocabulary is something that can easily slip, but is essential for modelling what and howwe want our students to learn. In fact, it was only when I started to write maths content for BBC Bitesize that I realised just how important it is. There are great learning opportunities to be had when students use dodgy mathematical language. Discussing misconceptions can develop understanding, and students should always feel safe in offering their reasoning, even if it isn’t polished. However, there are definitely some phrases that educators can work on getting right to ensure their students are building from firm foundations. Most maths teachers will know the problems with ‘ Add a zero to multiply by 10 ’ and ‘ Two negatives make a positive ’ – but there are a few others we can fall foul of. 1.WHOLE NUMBER, NOT THEWHOLE PICTURE Let’s not be afraid to use the word ‘integer’ when whole numbers, by definition, are only positive. Integer is just a word like any other; if students can remember and use the word ‘stegosaurus’, then they can handle the mathematical vocabulary required in assessments too. 2. CANCELTHE ‘X’S AND MAKE THE MATHS CLEAR Simplifying algebraic fractions is a tricky topic to get right. All maths teachers will have seen students cross off an ‘ x ’ on the numerator and an ‘ x ’ on the denominator inappropriately. Telling students to ‘ cancel the ‘ x’s ’ contributes to this, as it doesn’t explain the actual method that occurs. ‘ Divide the numerator and denominator by ‘ x’ ’ isn’t as snappy, but it does explain the maths we need to do. 3. KNOWYOUR ANGLES Geometrical reasoning is one area where GCSEmark schemes can be very specific. For communicationmarks, Edexcel mark schemes have the words ‘angles’ and ‘line’ underlined. An answer of ‘ A straight line is 180° ’ can’t be awarded a mark, as it’s important to state that the angles sum to make 180° – not the straight line. 4. CLEAR STEPS, NOT TRICKS The phrase ‘ Move the ‘x’ to the other side ’ finally seems to be in decline. It’s always suggested a kind of mechanical trick, when really, we want to present solving equations as a set of procedural steps where each side of the equation stays balanced. It’s on its way out, but still seems be lingering on in certain resources and some classrooms. 5. TERMS CANMISLEAD If we follow an instruction to ‘ Get rid of the brackets ’, then expanding 2( x + 4) must give 2 x + 4. I’ve admittedly said this phrase many times, trying to convince myself that students ‘knowwhat we mean’ – but it can also be heard by students who don’t, and that can cause problems. Students and teachers need to trust that the language in the resources they use is correct, but also fits exam specifications and mark schemes. BBC Bitesize’s newGCSEmaths content features exam-style questions and quizzes, and there’s also a suite of videos that combine animation and narration for effective dual coding. Most importantly, all content is written and reviewed by subject specialists to ensure consistent terminology and the kind of precise language that really matters. The words we choose and the resources we recommend shape how students learn and understand maths – so let’s choose themwisely. DOTHIS THE 100%RULE ROBINLAUNDER PRESENTSHIS TIPS FOR OVERSEEINGBRILLIANT BEHAVIOUR... EMMA STUBBS IS AWRITER AND CONSULTANT FOR BBC BITESIZE GCSE MATHS; FOR MORE INFORMATION, VISIT TINYURL.COM/TS148-LL2 FOCUS ON… THE LANGUAGE OF MATHS Make the following your constant aspirational target – 100% of your students working 100% of the time with 100% engagement . The closer you get to meeting the 100% Rule, the closer you’ll get to achieving brilliant behaviour. Firstly, because it’s simply not possible to work hard and misbehave at the same time. Brains just aren’t capable of multitasking in that way. Secondly, because the rule reduces the appeal of misbehaviour. If a student wants to misbehave, but everyone else is working, they’ll be less likely to bother. And even if they do bother, their peers will be less inclined to join in. And thirdly, because the 100% Rule helps to prompt compliance through social proof. They see their peers working hard, and so feel compelled to follow suit. There’s a bonus element too.When you add in good teaching and challenging work, your students will (almost certainly) make excellent progress – and when they do that, they’ll buy into you more as their teacher. They’ll know that the success they’ve had is down to you. Most importantly of all, the 100% Rule will eventually become a social norm. It won’t happen overnight, but it will happen over time – and often more quickly than you might think. Robin Launder is a behaviour management consultant and speaker; this column is adapted from his book, Brilliant Behaviour in 60 Seconds or Less (Routledge, £18.99) 90 teachwire.net/secondary