Development of division strategies for Year 5 pupils in ten English schools (Updated)

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Thinking skills
Mathematics

Implications

In completing this digest its authors began to ask the following questions about implications for practitioners:

the study notes the importance of pupils gaining a sound understanding of underlying principles before they start to learn formal methods of division – to what extent do the interactive methods of teaching you use in numeracy lessons enable your pupils to discuss their understanding with you and with one another? Do you aim for a balance between short questions and answers to maintain pace or check recall and questions that allow a longer and more thoughtful response?
the study found that, when pupils use a taught algorithm to find an answer, they do not use their intuition to see if the answer “feels about right” – to what extent do you encourage pupils to check their answers, either by rounding and estimating, or by using an informal mental method such as 'chunking’?

In completing this digest its authors began to ask the following questions about implications for school leaders:

the study makes it clear that teachers need to pace their teaching so that pupils' progress is based on genuine understanding – how can staff be supported in this aim? Might encouraging greater involvement of pupils in self-assessment and peer assessment as part of assessment for learning provide helpful information to teachers?
the study investigated pupils’ thought processes by looking carefully at their working – could a collaborative analysis by teachers of examples of how different children approach a specific type of maths problem, followed by joint planning to address any issues identified, prove a useful focus for staff CPD?

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Research Home Themes \| Find digests \| About the digests resources glossary researchers contact TRIPS Introduction What did the researchers set out to learn? What came out of the study? Which pupils were involved and what were they involved in? What were the effects on pupil performance? What does the study help us to understand about the teaching and learning of division? What does the study mean for teaching? The way forwards? Definitions of technical terms Implications Where can I find out more? Send us your feedback Collated digests To view/remove/add notes and save your collated digests click here Get Word Reader Development of division strategies for Year 5 pupils in ten English schools (Updated) This digest found in Thinking skills Mathematics Send to a friend Word doc 70KB Printer friendly Collate for later Implications In completing this digest its authors began to ask the following questions about implications for practitioners: the study notes the importance of pupils gaining a sound understanding of underlying principles before they start to learn formal methods of division – to what extent do the interactive methods of teaching you use in numeracy lessons enable your pupils to discuss their understanding with you and with one another? Do you aim for a balance between short questions and answers to maintain pace or check recall and questions that allow a longer and more thoughtful response? the study found that, when pupils use a taught algorithm to find an answer, they do not use their intuition to see if the answer “feels about right” – to what extent do you encourage pupils to check their answers, either by rounding and estimating, or by using an informal mental method such as 'chunking’? In completing this digest its authors began to ask the following questions about implications for school leaders: the study makes it clear that teachers need to pace their teaching so that pupils' progress is based on genuine understanding – how can staff be supported in this aim? Might encouraging greater involvement of pupils in self-assessment and peer assessment as part of assessment for learning provide helpful information to teachers? the study investigated pupils’ thought processes by looking carefully at their working – could a collaborative analysis by teachers of examples of how different children approach a specific type of maths problem, followed by joint planning to address any issues identified, prove a useful focus for staff CPD?