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RUCSAC pack your bags, let’s hit the bar instead

Charlie Harber is the Deputy Lead Adviser for Primary Mathematics at Herts for Learning.  She has  researched the positive impact bar modelling has on pupils’ access to worded problems.

Recent analysis in many schools and discussion with subject leaders confirmed what many teachers have long suspected, that many children have the procedural skills but they  seemed to abandon all reasoning  when they need to apply them once they are embedded in a word/story problem. Many schools in the UK use RUCSAC to help the children, but have you considered why that doesn’t work? Is there a better way, one which just doesn’t prepare them to answer questions in tests, but also deepens operational understanding, exposes misunderstandings and develops reasoning – empowering the children to discuss the mathematics?

Simply put, yes I think there is a better way – bar modelling. Continue reading “RUCSAC pack your bags, let’s hit the bar instead”

My Trio of Messages – OfSTED tell us about the state of Primary Mathematics

Louise Racher is a Primary Mathematics Adviser for Herts for Learning

BetterMaths1

Having been lucky enough to be in the same room as the esteemed Jane Jones, Ofsted’s National Lead for Mathematics, I am going to attempt to order my thought succinctly. There were a lot of messages about Mathematics crammed into one day and many thoughts overlapped as is the tendency with this subject. At the end of the day when I looked back at my own scribbled notes I think I could see three general threads.  Overall, I was comforted that her messages aligned with my own and my colleagues therefore all of the training and subscription materials we are currently writing and producing to help and support teachers are steered towards the key messages. Continue reading “My Trio of Messages – OfSTED tell us about the state of Primary Mathematics”

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