Vosaic Recording - August: The Language of Equals.

 As directed by the Senior Management Team at our school, we have been recording snapshots of our teaching using Vosaic. 

In my video this term, I am instructing my group of learners in understanding the equals sign as meaning that both sides are 'balanced' - and relating that to the scales they see in front of me. They need to complete the given equations, by filling in the empty number box to make both sides 'balanced'.

There is a lot of language that is being unpacked in this session. So I asked the AI tool in Vosaic to assess me on my use of language, particularly the clarity with which I explain it, and the opportunities for the children to use it themselves. My prompt was "How well does the teacher explain the mathematical language and provide opportunities for the students to use it themselves in this lesson?"

Here is the feedback that I received:

Teacher's Explanation of Mathematical Language

The teacher effectively introduces and explains mathematical language throughout the lesson. For

instance, the teacher begins by discussing the concept of balance in equations, stating, "If it's the same

on each side, we can say that the equation is... that's balanced" This sets a clear foundation for understanding equality in mathematical terms.

Additionally, the teacher emphasizes the term "empty box" to represent a missing number in equations.

The teacher states, "the empty box means a number is missing", which helps students grasp the concept of variables in equations. This terminology is reinforced when the teacher asks students to identify the missing number in their equations, encouraging them to use the language actively.

Opportunities for Student Engagement

The lesson provides multiple opportunities for students to engage with the mathematical language. For

example:

• The teacher prompts students to write equations based on a word problem, asking, "Could you

write an equation for me?" (01:47 → -01:49 → ). This encourages students to apply their

understanding of the language in a practical context.

• Students are asked to share their equations, with the teacher facilitating discussion by asking, "Do

you agree?" (03:26 →

This not only reinforces their understanding but also allows them to articulate their reasoning.

• During the activity with shapes, the teacher instructs students to create their own equations using

the missing number box, stating, "I want to see missing number boxes" (10:20 → -10:21 →

This hands-on approach allows students to practice the language in a collaborative setting.

Overall, the teacher's clear explanations and structured opportunities for student participation effectively

promote the use of mathematical language in the lesson.

Research indicates that using precise mathematical language and providing opportunities for students to

engage with it can enhance their understanding and retention of mathematical concepts (Hattie, 2009).

Engaging students in discussions about their reasoning also fosters deeper learning and critical thinking

skills (Cohen, 1994).