Talk of a number: self‐regulated use of mathematical metalanguage by children in the foundation stage

Abstract

How can I know what I think until I hear what I say? (Sir Huw Wheldon (1916–1986). (Attenborough, 2002)

This paper presents the findings of a study exploring the self‐regulated use of mathematical metalanguage in the early years. Young children were filmed on two occasions in the naturalistic context of their eight foundation stage settings, including both nursery and reception classes. The children were engaged in mathematical activities designed by practitioners to facilitate self‐regulated learning. ‘Events’, or vignettes of conversation were identified and the verbal interactions recorded in these were analysed for indications of metacognitive thinking. Findings were that the young children did indeed show evidence, through their talk, of emergent metacognitive processes, indicating both metacognitive knowledge and strategic awareness in relation to their mathematical tasks.

Keywords:

• Foundation stage
• Mathematical language
• Metacognition