Talking Maths: Bridging the gap through talk in Early Years mathematics

该研究旨在通过关注语言和数学学习来解决澳大利亚与社会经济地位（SES）相关的数学表现差距。本研究将设计并评估一种以学校为基础的干预措施，将语言通过谈话作为一年级和二年级数学教学的关键资源。本研究的结果将是基于语言的教学法对年轻学生数学成绩影响的实证证据，并进一步了解谈话与学习之间的关系。这些结果将为政策和教师教育提供信息，并对低社会经济地位学生的教育和工作机会产生长期持久的影响，最终影响经济和文化繁荣。

The study aims to address the gap in mathematical performance in Australia in relation to socioeconomic status (SES) by focusing on language and learning in mathematics. The study will design and evaluate a school-based intervention that positions language through talk as a key resource in teaching mathematics in Grades 1 and 2. Outcomes of the study will be empirical evidence of the effect of a language-based pedagogy on young students' achievement in mathematics and further understanding of the relationship between talk and learning. These outcomes will inform policy and teacher education and have a long lasting impact on low SES students' educational and work opportunities with ultimate impact on economic and cultural prosperity.