The aim of this study was to find out if using bar models support pupils to solve a range of word problems effectively and independently. To trial its effectiveness, three low attaining pupils were selected from each class, from years three and four. Over a period of twelve weeks, pupils were taught a weekly twenty minute session on how to read and understand a problem using the bar model. The problems related to different areas of math, including the four operations and fractions. They ranged from simple single-step problems to complex multi-steps ones and were in line with the National Curriculum. In addition, Pupils practised using the skills modelled to solve similar problems independently. Gradually over time, there was less scaffolding and greater opportunities to apply using bar models more independently.
At the beginning, the participants showed no understanding of how to use the bar model. At the midpoint, 20 percent of pupils demonstrated clear understanding, more independence and fluency on how to use the bar model, whilst others still relied on adult support. Towards the end of the study, most pupils demonstrated their abilities to use the bar model independently and a clearer strategic approach to problem solving.