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”