The purpose of this study was to explore how explicit teaching and modelling of mathematical vocabulary, could impact children’s application within mathematical reasoning tasks. Through professional discussions and the sharing of ideas and best practice, teachers sought to change elements of their classroom routines, practice and how they teach and model mathematical reasoning.
All teachers involved reported a positive impact within their individual classes but also for themselves in a professional development capacity. Findings highlight that the process of improvement and development is something that happens over time and would be strengthened by a more targeted and tailored approach depending on individual needs.