Colloquial Language vs The Language of Maths

The learners are now becoming more familiar, excited and engaged with problem solving tasks in Maths. They are also becoming more confident in sharing their ideas and strategies with the class. Asking questions to gain clarity is consistently being worked on with learners asking more 'Why' and 'How' questions.
The next step I had planned was to introduce a 'What if we' and a 'Could we' into the sharing session in order for learners to think deeper about strategies being used and deepen the level of understanding of the big ideas around Maths. I have however changed course slightly as I am beginning to wonder if, when and how to transition learners into using more mathematical vocabulary when explaining their ideas and strategies. My fear is that all the fantastic shift in attitude, and improved communication will suffer. I would need to do more research with regards to how best to implement this shift and whether this shift in use of vocabulary is necessary at this stage. Currently the learners are communicating effectively and having their voices heard by their peers. The big question is:

Would the introduction of more mathematical language change the tone of the problem to one that is more impersonal and thus loose the interest of the learners.

Research:

NZ MATHS LINK

Best Evidence Synthesis Iteration By Glenda Anthony and Margaret Walshaw.

Teacher Tools

In Maths we have been focussing on our known fact knowledge and how to use this as a strategy to solve problems. I have used the Teacher tools digital tools and transferred them onto the Explain Everything app for the ipads, using the exact wording and context given. I measured the engagement level, level of talk and ability to solve the problems by observing the learners in action. All the students were engaged and completed the tasks.

I then used the same problem but changed the wording of the problem.  The context was changed to appeal to the learners based on what I knew about them. I again measured the engagement level, level of talk and ability to solve the problem through observation. The learners were now not only engaged in the task but excited to complete the task. I also included an element of create. The tasks had to be completed in order to solve a mystery eg. which picture was the principals favourite, what ice- cream did the teacher bring to school today. The children then had to create their own problem with a mystery when the answer was correct. Other students, including the teacher then had an opportunity to solve the problem and answer the mystery.

In conclusion I now have learners asking for mystery problem solving tasks.