National Network for Excellent in Mathematics
Idea Snapshot:
Using a concrete, pictorial, abstract approach for the teaching of mathematics supports pupils to develop a secure understanding of abstract concepts such as fractions.
National Network for Excellence in Mathematics - Work Published in a Harvard Reviewed Research Journal
During the academic year 2018-2019, I had the opportunity to conduct detailed action research into the teaching of mathematics. In recent years, the Singapore approach, which supports children in developing both mastery and fluency, has gained considerably traction. At the time of research, the general trend in Wales was for schools to teach by focusing on procedural methods and problem solving. Conducting this research allowed me to develop y professional knowledge and had a significant impact on the way in which I plan and structure my lessons.
Abstract:
This research explores the use of the Concrete, Pictorial, Abstract approach, sometimes known as Singapore Maths. The approach is supported by a wealth of academic research. Concrete mathematical resources are generally much less common in upper Key Stage Two classes than in lower years, however, I believe they still have an important role and in this action research project within my own classroom, I designed an intervention to promote the use of concrete resources. My planning for the use of concrete resources is meticulous and learning focuses on developing understanding of key concepts as opposed to mathematical processes. After spending time experimenting with manipulatives such as Cuisenaire rods, number counters, bead bars and Numicon, learners are moved towards a pictorial representation, commonly the bar model. Although the approach has been adopted with all children, the research has focused upon the progress of four children. The research triangulates video analysis, summative assessment and pupil voice.