Magazine article Times Educational Supplement

Rejecting Grids Just Doesn't Add Up

Magazine article Times Educational Supplement

Rejecting Grids Just Doesn't Add Up

Article excerpt

Are TES readers aware that the government is discouraging the use of grid multiplying in England's schools? Initially it did this by removing method marks for wrong answers found in this way from primary Sats tests, but I have no doubt that its aims go much deeper.

The justification from education minister Elizabeth Truss at the time was that "they may give the right answer but they are not quick, efficient methods, nor are they methods children can build on and apply to more complicated problems".

Since reading that, I have offered Ms Truss a number of examples of the value of grid multiplying in the seamless transition from arithmetic to algebra. The way it is set out means that it can be used in the same format for multiplying out algebraic expressions - even those involving negatives - so that, for example, treating 23 x 17 as (20 + 3) x (20 - 3) on a grid leads to an understanding of the difference of two squares. I have also asked Ms Truss and others in the Department for Education for examples of long multiplying "applying to more complicated problems" and have received none. …

Search by... Author
Show... All Results Primary Sources Peer-reviewed

Oops!

An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.