Vol. 29 No. 2 Summer 2024 27 struggled with this even though the maths was the same. We spent the rest of the lesson discussing saving and bank accounts and the students were able to access the problem in the following lesson. In SEND settings these discussions may take place within a group rather than the whole class, depending on the needs of the students. Many teachers in special education will be familiar with students whose ability in fluency greatly exceeds their reasoning and problem solving, however through teaching RME I have also found that some students have excellent problem-solving skills even where they struggle with retrieval of fluency facts. Perhaps these students had previously not been given the chance to show, and develop, what they know? More generally I have seen a richer quality of discussion take place in my own lessons and that of some of my fellow teachers. Hopefully some of the benefits of RME discussed here will be of interest to teachers in specialist settings. More information about RME, including a video of an RME lesson in practice, research articles and ready-to-teach resources from the trial, are available at www.rme.org.uk. Question and Answers with OCR Maths Subject Advisor Steven Walker Catch up with out latest webinar; -Watch the webinar recording -Read the recommended blog posts -Get your own questions answered! or visit www.m-a.org.uk/equals-online
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