Teacher-pupil dialogue in mathematics lessons

This paper reports the findings of a systematic review of the literature looking at what characterises effective teacher-initiated teacher-pupil dialogue to promote conceptual understanding in mathematics lessons in Key Stages 2 to 4. The review was based on an in-depth analysis of 15 studies. Eight key characteristics were identified: going beyond IRF (Initiation-Response-Feedback); focusing attention on mathematics rather than performativity; working collaboratively with pupils; transformative listening; scaffolding; enhancing pupils' self-knowledge concerning how to make use of teacher-pupil dialogue as a learning experience; encouraging high quality pupil dialogue; and inclusive teaching.