Exploring mathematical reasoning and math-talk through Izak9

This paper focuses on the use of Izak9 in promoting the development of mathematical reasoning and Math-Talk in an Irish classroom. Recent national and international assessments have shown many positive results in relation to the mathematical learning of Irish pupils (Shiel et al., 2014; Perkins & Clerkin, 2020). However, the skill of reasoning is a relative weakness among this cohort (Perkins & Clerkin, 2020). Reasoning is highlighted as one of the four ‘elements’ of the proposed new Primary Mathematics Curriculum (PMC), which is currently under development (National Council for Curriculum and Assessment (NCCA), 2016; NCCA, 2017). This study was qualitative in nature. The research methods utilised were focus group interviews and observations of mathematics lessons. Findings of this study demonstrated that mathematical reasoning skills were promoted in Izak9 lessons, specifically the exploration of patterns and the justification of mathematical processes and solutions. In addition, a Math-Talk environment was also supported through the use of the resource.