Modelling matters in mathematics, but what are the ingredients of effective adult modelling?
To answer that question, let’s begin with an example. Mrs Ahmed presents the following question to her Year 3 children.
“I am going to talk you through my own thinking as I tackle this problem. As you’re listening, think about whether you would approach it in the same way.”
“To begin, I am going to read the question carefully. “How many centimetres long is the ribbon?” I can see the blue ribbon and there are some clues shown on the number line. I can see a zero at the beginning and 1m at the end of the number line. I know that m stands for metre.
“I know that there are 100 centimetres in 1 metre. I also know there are ten intervals. I know that ten tens are one hundred so each interval must be ten.”
