CoL Inquiry 2025 - Part Five

 As part of our inquiry cycle we have the opportunity to use an awesome tool called Vosaic. Vosaic allows teachers to record and upload lessons, and it's AI tool is able to analyse the lesson, looking for specific elements depending on the prompts it has been given.

We did a lesson which focused on estimation, front-end, and rounding.

I am unable to upload the video; it ended up being a 30 minute session, but here are the findings of the lesson. If you would like to watch the whole lesson, please email me and I can share it with you.

Vosaic:
"Analysis of Maths Vocabulary Use in the Lesson

The teacher effectively supports students in learning and using mathematical vocabulary throughout the lesson on estimating products. Here are some key strategies observed:

Explicit Definitions: The teacher begins by defining key terms such as "estimating" and "product." For example, at  → , the teacher asks, "who remembers what estimating means?" and reinforces the definition by stating it involves finding an "approximate answer" ( → ).

Contextual Usage: The teacher uses vocabulary in context, such as explaining that "product" refers to the answer of a multiplication problem ( → ). This contextualization helps students understand how the terms apply to their work.

Repetition and Reinforcement: The teacher frequently revisits key terms throughout the lesson. For instance, the term "rounding" is mentioned multiple times ( → ,  → ), reinforcing its importance in the estimation process.

Encouraging Student Responses: The teacher prompts students to use the vocabulary themselves, asking questions like, "What does reasonable mean?" ( → ) and "Which of the two numbers, 45 or 2, are we rounding?" ( → ). This encourages active participation and reinforces their understanding of the terms.

Visual and Practical Examples: The teacher provides practical examples of how to apply the vocabulary in calculations, such as rounding numbers and estimating products (e.g., 45 rounded to 50 at  → ). This hands-on approach helps solidify their understanding.

Comparative Analysis: The teacher contrasts different estimation methods, such as rounding versus front-end estimation ( → ). This comparison not only clarifies the vocabulary but also helps students understand when to use each method effectively.

Overall, the teacher's approach to using mathematical vocabulary is systematic and interactive, fostering an environment where students can learn and apply the language of mathematics confidently.

Research: Research indicates that explicit vocabulary instruction, contextual learning, and active engagement are effective strategies for enhancing students' understanding of mathematical language (Beck, McKeown, & Kucan, 2013). Additionally, encouraging students to articulate their understanding through discussion and practice can significantly improve their mathematical literacy (Hiebert & Wearne, 2003).

Reflections:
I felt really positive after reading this; it can sometimes be hard when you are in the midst of the lesson, to ensure you are doing the little things right; for me the focus is on the language, and vocabulary; for the students it is to learn and reflect on their prior knowledge of the topic. Ensuring that I am covering both aspects is critically important, as I don't want to lose sight of the goals for either students, or myself.