Five Irish Primary School Teachers’ Perspectives on Maths Talk and the Factors that Influence Its Use

Abstract

Maths Talk, the collaborative process where students express, share and justify their thinking, plays a key role in the Irish Mathematics Curriculum (NCCA, 2023a). This research seeks to explore teachers’ perspectives of Maths Talk and the factors influencing its use. This qualitative study is underpinned by a constructivist paradigm, allowing for the exploration of teachers’ perspectives. A case study design was chosen for its ability to provide in-depth insights into teachers’ perspectives. Semi-structured interviews were carried out with five Irish primary school teachers. Interviews were transcribed and analysed using thematic analysis. It was found that Maths Talk is reported to happen, to varying amounts, in the classroom of every participant. However, there are a range of inconsistencies regarding its use. Several themes were identified as factors influencing the use of Maths Talk. These were Student Engagement and Learning Environment, Factors Relating to Resources and Perspectives on Teaching and Learning. These findings suggest that language barriers, lack of student confidence, lack of time, feeling bound to the textbook, reliance on alternative approaches and a fear of confusing students are factors that inhibit the use of Maths Talk. The development of a classroom culture that celebrates mistake-making and engagement with CPD were identified as enablers of Maths Talk. This research contributes to existing literature by providing insights into teachers’ perspectives on Maths Talk and the barriers and enablers influencing its use.