ABSTRACT
Introduction The very nature of science and mathematics suggests that neither is a spectator sport, rather these are subjects which are all about ‘doing’, whether it be problem solving, investigating or testing hypotheses through experimentation. They are about building on prior knowledge to construct new ideas which may challenge previous notions of understanding, thus addressing misconceptions along the way. Both science and mathematics help us make sense of the world around us and scientifi c and mathematical thinking and talking permeate our everyday lives even if we are not aware of it (Ernest, in White and Bramall 2000). But how do we engage children in such processes and how can we enhance their knowledge and understanding in these areas? Mercer (2004) suggests that critical to promoting children’s knowledge and development is the quality of the dialogue and the interactions that occur not only between teachers and children, but the children themselves.
