Teacher Actions for Consolidating Learning in the Early Years

All students should have access to learning experiences that help them make sense of important mathematical concepts. This study highlights teacher actions for consolidating student learning during teacher-lead discussion in the early years. We report on a case study of a Year 1 teacher involving a lesson observation. Highlights of the lesson include intended teacher actions that supported students to focus on the learning goals; use of work samples to make concepts clearer; fostering mathematical connections; and questioning strategies for promoting cognitive activation. Teacher actions such as questioning strategies and discussion of work samples may be key for helping students to achieve mathematical learning goals.