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Use of gestures to help children to remember the maths.

All children have access to the learning when using representations.

Don’t use too many types of representation, stick to the ones you can use well.

Plan to take the representations away once the children are confident.

Focus on the structure of the representation not the maths or the numbers.

Don’t let the children choose their own representation, you plan and provide them to keep the focus tight within the lesson.

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Consider how you represent a structure to avoid misconceptions. For example, modelling the real life movement of parts from a whole model into the parts rather than putting 5 in the whole, then 3 and 2 in the parts because then it looks like there are 10 altogether. Teachers should model this live.

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How maths is represented can either prevent or provide access to mathematical structure

Part wholes require movement which sometimes is a barrier in white rose maths

Can be broken down further into real life concepts before moving to more formal representations

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PINK

Selecting and ordering structures catefully

Carefully select and order representation

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Don't overload the children with representations

develop an academy doc for this

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Yellow box

First step was about gesturing and a positive. Good idea of stanmping to show the idea of groups of

50x 3. 50. 50. 50.

Has pirogue impact children feel more secure and develop confidence to connect ideas. Have the eureka moment.

Make sure not to give too many out - important for teachers to select carefully the most appropriate. Don’t let kids choose- they have wrong ideas.

Get rid of representations - do it without.

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Maths is an abstract concept.

Representations can either prevent or provide access to maths

Representation is need to show relationships in maths

Part-part-whole models in 'cherry model' better for partitioning

Bar models better for showing equivalence

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Pink

CPA isn’t linear. Moving back to concrete means they can consolidate.

Representation links to Variation as we are representing concepts in different ways.

3D models are exciting and can deepen understanding.

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When representing, it’s so that the children can understand the relationships between concepts/numbers in order for them to understand how maths works.

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Planning for withdrawal.

Making sure the children are ready for this stage - not too soon but not an over reliance

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PINK section

Interesting model chosen to present division of equal parts.

The focus being not on concrete models first, but carefully crafted models moving between pictorial, abstract and concrete for children to make links.

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CPA not linear - should be used interchangeably

Models help to deepen understanding

Teachers can use as a model for children to then apply to their learning - increases pupil engagement