Monthly Archives: June 2017

Teaching Ratio

Novices and experts see problems differently.  Whereas a novice sees superficial features, an expert notices deeper underlying patterns, discarding the often irrelevant and distracting contextual information.  Here’s an example:
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Acronyms like RUCSAC prevent children from thinking mathematically – we need a different approach

I’ve got a thing about success criteria. Very often, the line between what we want children to learn to do and the task that we ask them to carry out is blurred. The gap is perhaps most stark when it comes to problem-solving in maths.

In many classrooms the “read, underline, calculate, solve, answer, check” (RUCSAC) acronym, or something similar, will be plastered on the wall and used as success criteria for problem-solving.

However, I’d argue that RUCSAC does not present a valid set of criteria for such an important part of maths; rather it prevents children from learning to think mathematically. Here’s why…

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Filed under CPD, Maths