Rachel Rayner is a Primary Maths Adviser at Herts for Learning
It’s a good question. In my experience working with schools nationally, pupils default to the written method often unthinkingly. See the lovely examples here of just that happening.
As teachers we value mental fluency and we want our pupils to have it. But are we working in the right way to engage our pupils over a sustained period of time, out of unthinkingness and into causing pupils to think deeply enough about the facts and skills they are adept at and how they might use them to form a strategy? Continue reading “SATs chat: Why did my children revert to written methods on Paper 1?”