The aim of this study was to find out whether the RUCSAC method would support pupils to solve a range of reasoning and problem solving tasks in maths. To trial its effectiveness, the use of the RUCSAC method was embedded into all maths lessons in Year Two from February until May. The purpose of the study was to give the children a tool kit to use to solve reasoning and problem solving tasks across all areas of the maths curriculum, and so the problems taught related to broad range of national curriculum topics. The modelling of the method followed an ‘I do’, ‘we do’, ‘you do’ structure. Gradually, over time, there was less scaffolding used and greater opportunities to apply using the RUCSAC method more independently.
The RUCSAC method was adapted half way through the study to be a 5 step method so that the children would find it easier to remember, but the core purpose of the research remained the same. To measure the impact of the study, scores were recorded from a past SATS maths reasoning paper in February, to be later compared with SATS results from the maths reasoning paper in May. Although increased SATS scores were not the purpose of this study, the tests gave a clear indication of progress made in reasoning and problem solving questions.
Although this progress cannot be solely attributed to the RUCSAC method, teacher observations also supported the finding that the RUCSAC method enabled the children to solve reasoning and problem solving tasks in a systematic and overall more accurate way. Teacher observations also found that the use of the adapted RUCSAC method supported the children in reading comprehension tasks, increasing their ability to work systematically and therefore increasing the accuracy of their answers.