Equals-23-3

The task of agreeing consistent methods was both enlightening and powerful. Teachers willingly shared and justified their preferred methods, were receptive to alternative approaches and agreements were reached with surprising ease. It is a task that I would highly recommend to all mathematics departments. Teaching resources to promote the agreed methods were created and shared by teachers in all of the schools in the Trust. Our consistent methods are not set in stone; if a student successfully applies a method previously learnt then they will be encouraged to continue using this approach, similarly, if a student fails to grasp our chosen methods then alternative approaches are considered. The following is one example of our consistent methods. This is the agreed approach for using bars to develop a deep understanding of algebraic equations.

We recognise the advantages for SEND and less able students to develop their mathematical understanding through the use of concrete, pictorial and abstract approaches. To facilitate this, we use bars as an effective visual aid to introduce the balance method and to appreciate why inverses are so important. Students may be asked why the top bar of this diagram represents the equation 2x + 12 = 20 and how this sequence of bars helps to solve the equation.

To introduce the topic of equations students are challenged to solve puzzles such as these:

Students may use mini whiteboards to write down the equation represented by different bars, such as the one below:

The following scaffolded worksheet was created to develop a deep understanding using bars before introducing a formal method of solving equations.

Winter 2018

Vol. 23 No. 3

21