Abstract
A significant driver for curriculum reform in England is based on performance in
international comparative assessments. One consequence of this, is the rise in the
use of the bar model, which is embedded within the Singapore mathematics
curriculum, in mathematical problem solving. Coupled with this, is the rise in the
number of pupils with autism in mainstream primary schools. This paper attempts
to explore the usefulness of the bar model as a tool to support autistic pupils with
mathematical problem solving. Qualitative comparative analysis is utilised in
order to provide an analysis of conditions, under which the bar model may be
sufficient, or necessary, to support such pupils within this domain. Findings from
the study hope to support educational practitioners to maximise the teaching and
learning opportunities for autistic pupils within mathematics.
international comparative assessments. One consequence of this, is the rise in the
use of the bar model, which is embedded within the Singapore mathematics
curriculum, in mathematical problem solving. Coupled with this, is the rise in the
number of pupils with autism in mainstream primary schools. This paper attempts
to explore the usefulness of the bar model as a tool to support autistic pupils with
mathematical problem solving. Qualitative comparative analysis is utilised in
order to provide an analysis of conditions, under which the bar model may be
sufficient, or necessary, to support such pupils within this domain. Findings from
the study hope to support educational practitioners to maximise the teaching and
learning opportunities for autistic pupils within mathematics.
| Original language | English |
|---|---|
| Title of host publication | Imagining Better Education |
| ISBN (Electronic) | 978-0-907552-14-7 |
| Publication status | Published - 19 Mar 2019 |
Keywords
- autism
- bar modelling
- problem solving
- qualitative comparative analysis