The Introduction of the Singapore Bar Model in Year 1 Problem Solving: A Personal Reflection

Abstract

My study involved evaluating my influence on children’s learning, through introducing the Singapore bar model to a group of Year 1 children and the impact this had on their problem solving. Since this is such a new area of study, I felt that the effectiveness of the pedagogical approaches undertaken, in order to make this accessible and beneficial, for Year 1 pupils, needed to be explored and the implications for future practice to be analysed.

Key findings: The use of the bar to model problems and number sentences allowed specific links between addition and subtraction to be made and some of the children were able to identify patterns and apply their understanding, engaging in higher order thinking and deepening understanding. However, pictorial representations needed to be supported with concrete experiences using manipulatives and scaffolded with questioning, in order for the children to access and benefit from the model.