: “99 Problems But Maths Ain’t One!” Uniting rather than dividing maths for our disadvantaged learners.

Co-authored blog by Elizabeth Millane, NCETM Primary Mastery Specialist at Venn Maths Hub / Essex Research School Research Advocate, and Sarah-Louise Johnston.

Mathematics often feels like a dividing line for many students and DfE data only goes further to support this assumption. In 2023, only 43.9% of disadvantaged pupils achieved a grade 4 or above in GCSE maths, compared to 73.9% of their non-disadvantaged peers (DfE Key Stage 4 Performance). Curious to know how we can improve mathematical outcomes for learners, we reviewed the EEF Guidance Report: Improving Mathematics in Keys Stages 2 and 3 to explore methods teachers can use to help close this gap.

Strategy in action: Use assessment to build on pupils’ existing knowledge and understanding

In Mrs. Davies’ Yr 7 class, formative assessment is seamlessly integrated into every lesson. Feedback is always actionable. Instead of simply marking an answer wrong, she writes comments to encourage students to reflect on how and where answers can be corrected. Feedback prompts such as, ​“Check how you multiplied these fractions. What happens when you multiply the numerators and denominators?”

Additionally, she encourages pupils to talk through their thinking process, even when incorrect. By listening carefully, Mrs. Davies gains insights into their reasoning and identifies specific misconceptions to target in future teaching.

Key takeaway: Effective feedback isn’t just about correction — it’s about guiding students to understand their mistakes and encouraging them to articulate their thinking. This helps teachers better address misconceptions through the use of consistent and meaningful feedback.

Strategy in action: Teach pupils strategies for solving problems

In Miss Taylor’s Year 6 class, problem-solving strategies are explicitly taught and practiced. When tackling multi-step word problems, Miss Taylor introduces a structured approach: ​“Read, Plan, Solve, Check.” She models this process by reading a sample problem aloud, underlining key information, and asking pupils, ​“What do we know? What do we need to find out?“

Miss Taylor then guides pupils to create a step-by-step plan, emphasizing the importance of visual aids like bar models or diagrams. As pupils work independently, she encourages them to articulate their reasoning using prompts such as, ​“Why did you choose this operation?” and ​“How does this step connect to the next?”

After solving, pupils are reminded to check their answers by reversing operations or estimating whether their solutions are reasonable. Mistakes are seen as learning opportunities, with Miss Taylor leading discussions on alternative strategies and common pitfalls.

Key takeaway:
Explicitly teaching problem-solving strategies empowers pupils to approach complex problems with confidence. By guiding them through structured steps and fostering reflective thinking, teachers can help pupils develop transferable skills that build resilience and mathematical competence.

Strategy in action: Use manipulatives and representations
In Mr. Singh’s Year 5 class, manipulatives and visual representations are integral to teaching fractions. To introduce the concept of equivalent fractions, he provides pupils with fraction tiles and number lines. He begins by demonstrating how 1/2 is equivalent to 2/4 using the tiles, physically aligning them to show they cover the same length.

Mr. Singh then encourages pupils to explore independently, asking, ​“Can you find another fraction that is equivalent to 3/6? How do you know they are the same?” Pupils use both the tiles and drawings on grid paper to justify their answers visually.

To transition to abstract understanding, Mr. Singh gradually removes the manipulatives and challenges pupils to use mathematical reasoning alone. He incorporates bar models to reinforce problem-solving in later lessons, helping pupils connect concrete experiences with symbolic representations.

Key takeaway:
Manipulatives and representations help bridge the gap between concrete understanding and abstract thinking. When used effectively and gradually faded, they build deep, transferable mathematical understanding, supporting pupils in visualising and reasoning through complex concepts.

Uniting rather than dividing!
These strategies aren’t abstract ideas — they’re practical, proven methods that can transform maths outcomes for all learners. By intentionally embedding these methods into daily practice and using resources like Pupil Premium funding strategically, teachers can create classrooms where every student — regardless of background — is united rather than divided!