Visual representations in the primary classroom

Knowing how to use external representations (diagrams, for example) of mathematical concepts is an important part of teachers’ specialised knowledge of their subject.

This project aimed to develop teachers’ use of visual representations, specifically for multiplication and fractions, two areas of difficulty for primary pupils. It involved eight primary mathematics coordinators who, with input from researchers, planned and implemented a teaching programme using visual representations of multiplication and fractions.

The impact of the teaching programme was measured through pupil tests, observations of teaching, interviews with teachers and interviews with pupils. Direct outcomes of the project are the development and evaluation of teaching programmes for the primary classroom utilising visual representations of multiplication and fractions. Broader outcomes include professional development for the teachers involved and the dissemination of findings to teachers throughout the UK through professional publications and the NCETM website.