The introduction of the Singapore bar model in Year 1 problem solving: a personal reflection

Hofer, Claire (2015) The introduction of the Singapore bar model in Year 1 problem solving: a personal reflection. The STeP Journal: Student Teacher Perspectives, 2 (2). pp. 107-117.

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Abstract

My study involved evaluating my influence on children’s learning, through introducing the Singapore bar model to a group of Year 1 children and the impact this had on their problem solving. Since this is such a new area of study, I felt that the effectiveness of the pedagogical approaches undertaken, in order to make this accessible and beneficial, for Year 1 pupils, needed to be explored and the implications for future practice to be analysed. Key findings: The use of the bar to model problems and number sentences allowed specific links between addition and subtraction to be made and some of the children were able to identify patterns and apply their understanding, engaging in higher order thinking and deepening understanding. However, pictorial representations needed to be supported with concrete experiences using manipulatives and scaffolded with questioning, in order for the children to access and benefit from the model.

Item Type: Article
Journal or Publication Title: The STeP Journal: Student Teacher Perspectives
Publisher: University of Cumbria
ISSN: 2517-5009
Departments: Initial Teacher Education (ITE)
Additional Information: Claire Hofer, Canterbury Christ Church University, UK.
Depositing User: Anna Lupton
Date Deposited: 18 Oct 2018 10:54
Last Modified: 19 Oct 2018 05:45
URI: http://insight.cumbria.ac.uk/id/eprint/4149

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