Bar modelling and autism – sufficient or necessary in problem solving?

A significant driver for curriculum reform in England is based on performance in international comparative assessments. One consequence of this, is the rise in the use of the bar model, which is embedded within the Singapore mathematics curriculum, in mathematical problem solving. Coupled with this, is the rise in the number of pupils with autism in mainstream primary schools. This paper attempts to explore the usefulness of the bar model as a tool to support autistic pupils with mathematical problem solving. Qualitative comparative analysis is utilised in order to provide an analysis of conditions, under which the bar model may be sufficient, or necessary, to support such pupils within this domain. Findings from the study hope to support educational practitioners to maximise the teaching and learning opportunities for autistic pupils within mathematics