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Teachers Talking Theory: In Action - Chris Slaughter

This page has been archived. The content was correct at the time of original publication, but is no longer updated.
Created on 07 May 2008 by ncetm_administrator
Updated on 20 October 2008 by ncetm_administrator

Teachers Talking Theory

Teachers Talking Theory: In Action is a set of professional development resources which comprise of video clips and associated activities. The materials can stimulate discussion and experimentation and are designed to be used in many different scenarios.
Chris Slaughter, Kingsbridge Primary School
The place of the bead bar and the empty number line in supporting children’s calculation skills
The role of imagery including the importance of children drawing their own pictures

Chris is interested in helping children to use a number line with understanding and as an image to think about calculations with. She is working to develop a clear progression from the use of the concrete apparatus of the bead bar through drawings and jottings to the efficient and effective use of an empty number line.


Probes & Prompts


Discuss Chris’ explanation of her progression in number lines.


How do you gauge when it is appropriate to move to the next level of abstraction with a resource?
Click here to view more probes and prompts for use with this video

See Linked Mathemapedia Entry


Developing a mental image of the number line

Find out more about ways of working with these materials with other colleagues


Browse Teachers Talking Theory:
In Action

Teachers Talking Theory: In Action Homepage
James Knightbridge, Blandford School
Sue Briggs, The Castle School
Tom Rainbow, Ivybridge Community College
Debbie Weible, Oldway Primary School
Tim Browse, Teyfant Community School
Sue Rayner, Yeo Moor Infants School


The importance of considering actions in word problems


Mathematics as a creative discipline


Encouraging rich child-initiated activity


Students feeling positive about how they learn


Children making their own decisions when solving problems


Questioning to encourage deep mathematical thinking


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10 June 2013 06:54
concrete things to getting the staticness of a number line. Have the beads to manipulate and an image. When static it is more abstract so not easy to begin with.
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