[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-642895-105":59,"doc-detail-642895-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","finding-the-words-how-talk-shapes-mathematical-understanding-at-every-stage-frances-watson","Finding the Words - How Talk Shapes Mathematical Understanding at Every Stage - Frances Watson","","This presentation, titled “Finding the Words,” explores how structured talk supports learners’ mathematical understanding across different stages. It covers classroom talk types, guided discussion and partner exchange, and reflective use of the NRICH task “Reflecting Squarely.” The session also links talk to research themes such as listening for and listening to, engagement with cognitively demanding content, explicit connections, and multiple approaches to reasoning. It includes a LEGO® activity and guided reflection.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/finding-the-words-how-talk-shapes-mathematical-understanding-at-every-stage-frances-watson/642895/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/finding-the-words-how-talk-shapes-mathematical-understanding-at-every-stage-frances-watson/642895.png","ImageObject",300,407,{"name":92,"@type":93},"Mia  ","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-26","2026-10-23",true,{"@type":102,"interactionType":103,"userInteractionCount":8},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What classroom talk types does the session ask participants to identify?","Question",{"text":112,"@type":113},"Participants are prompted to list different types of talk that occur in their classrooms, then consider where they fit within a Carroll diagram framework.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What is the NRICH task used for discussion and reflection?",{"text":117,"@type":113},"The session uses NRICH’s “Reflecting Squarely,” including prompts on fitting pieces together to form shapes with line symmetry and structured partner questioning.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the session connect talk to research and learning outcomes?",{"text":121,"@type":113},"It highlights listening both for and to meaning, explicit connections, engagement with challenging subject matter, multiple perspectives on reasoning, and understanding of procedures and processes.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},642895,1793035841,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":36},687207024478,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Finding the words  \nHow talk shapes mathematical understanding at every stage  \nFrances Watson  \n15 and 16 July 2026  \nCambridge Schools Conference, July 2026  \nFuture-ready: preparing learners to thrive  \n| Housekeeping\u003Cbr>• Health and safety\u003Cbr>• Fire safety\u003Cbr>• Washrooms\u003Cbr>| | |\n| --- | --- | --- |\n| Cambridge Schools Conference, July 2026\u003Cbr>Future-ready: preparing learners to thrive |  |  |\n\nAgenda  \n1. Types of talk in classrooms  \n2. NRICH task ‘Reflecting Squarely’  \n3. Talk opportunities and research  \n4. LEGO® ‘ Brick Like This!’game  \n5. Reflections  \nCambridge Schools Conference, July 2026  \nFuture-ready: preparing learners to thrive  \nTypes of talk  \n1. Please note down all the different types of talk you can think of that take place in your classrooms.  \n2. Consider where your ‘types of talk’ would be positioned in this Carroll diagram:  \nCambridge Schools Conference, July 2026  \nFuture-ready: preparing learners to thrive  \n\n| Reflecting Squarely from NRICH\u003Cbr>|  |\n| --- | --- |\n| 1st min YOYO (You On Your Own) 2 nd min talk with someone else\u003Cbr>What questions do you have about the task posed? | |\n| Task: In how many ways can you fit all three pieces together to make shapes with line symmetry?\u003Cbr>Cambridge Schools Conference, July 2026\u003Cbr>Future-ready: preparing learners to thrive |  |\n\n\n| Reflecting Squarely from NRICH\u003Cbr>|  |\n| --- | --- |\n| In how many ways can you fit all three pieces together to make shapes with line symmetry? | |\n| Cambridge Schools Conference, July 2026\u003Cbr>Future-ready: preparing learners to thrive |  |\n\n\n| Reflecting Squarely from NRICH\u003Cbr>|  |\n| --- | --- |\n| Switch partner / people and exchange experiences:\u003Cbr>• What have you tried?\u003Cbr>• What are you thinking?\u003Cbr>Make sure you take turns in talking / questioning / responding! | \u003Cbr>Cambridge Schools Conference, July 2026\u003Cbr>Future-ready: preparing learners to thrive |\n\n\n| Reflecting Squarely from NRICH\u003Cbr>|  |\n| --- | --- |\n| What difference did the following make to your experience:\u003Cbr>1. Thinking before talking? (YOYO) .\u003Cbr>2. Talking to a partner whilst working?\u003Cbr>3. Talking to someone new about your thinking?\u003Cbr>4. Contributing to the group? | \u003Cbr>Cambridge Schools Conference, July 2026\u003Cbr>Future-ready: preparing learners to thrive |\n\n\n| \u003Cbr>Research\u003Cbr>Listening to, as well as listening for.\u003Cbr>(Helen Williams)\u003Cbr>T Take part O Opportunities L Links D Debate\u003Cbr>(Mulholland, 2022) | • Explicit connections.\u003Cbr>• Engagement in cognitively demanding subject matter.\u003Cbr>• Multiple approaches to, and perspectives on, reasoning.\u003Cbr>• Understanding of subject matter procedures and processes.\u003Cbr>(Ingram & Kimber, 2025) |\n| --- | --- |\n| Cambridge Schools Conference, July 2026\u003Cbr>Future-ready: preparing learners to thrive |  |\n\nReflections  \nIs there anything you would like to add to or amend about your Carroll diagram now?  \n1st min YOYO (You On Your Own) 2 nd min talk with someone else  \nCambridge Schools Conference, July 2026  \nFuture-ready: preparing learners to thrive","cbCaiqYTGRkmwI7D","https://ap.wps.com/l/cbCaiqYTGRkmwI7D","pdf",660637,16,"English","# Agenda\n## Types of talk in classrooms\n## NRICH task: Reflecting Squarely\n## Talk opportunities and research\n## LEGO® “Brick Like This!” game\n## Reflections","[{\"question\":\"What classroom talk types does the session ask participants to identify?\",\"answer\":\"Participants are prompted to list different types of talk that occur in their classrooms, then consider where they fit within a Carroll diagram framework.\"},{\"question\":\"What is the NRICH task used for discussion and reflection?\",\"answer\":\"The session uses NRICH’s “Reflecting Squarely,” including prompts on fitting pieces together to form shapes with line symmetry and structured partner questioning.\"},{\"question\":\"How does the session connect talk to research and learning outcomes?\",\"answer\":\"It highlights listening both for and to meaning, explicit connections, engagement with challenging subject matter, multiple perspectives on reasoning, and understanding of procedures and processes.\"}]","Finding the Words - How Talk Shapes Mathematical Understanding at Every Stage - Frances Watson | PDF",1792723124]