If you have looked at your child’s maths homework and wondered why is maths taught differently now, you are in good company. Bars, number lines and “show it another way” prompts look very little like the column methods and times tables most of us learned. The change is deliberate, and once you see the reasoning it becomes much easier to help at home.

What has actually changed in the classroom

The 2014 national curriculum reforms put far more weight on reasoning and problem solving, and on understanding why a method works rather than only how to carry it out. Many primary schools now follow what is called a mastery approach, which draws heavily on the way maths is taught in Singapore.

In practice, this means three visible differences. Classes spend longer on fewer topics. Children are asked to explain their thinking, not only to give an answer. And new ideas are introduced with objects and pictures before any abstract notation appears.

Why homework looks so unfamiliar

The picture-based working that puzzles parents is usually the Concrete, Pictorial, Abstract (CPA) sequence. A child first handles real objects, then draws a diagram, and only then moves to numbers and symbols. Our guide to CPA for parents walks through the sequence step by step.

The most common picture is the bar model. A word problem such as “Sam has three times as many stickers as Tom, and together they have 96” becomes one short bar for Tom and three equal bars for Sam. Four equal parts make 96, so each part is 24. The method is slower to explain than a formula, but it lets a child see the relationship between the numbers rather than guessing which operation to use. You can watch worked examples on our YouTube channel if you would like to see one drawn out.

Is the old way wrong?

No. Column addition, long multiplication and fluent times tables are still taught, and they still matter. The difference is the order. A child who understands what multiplication means is far better placed to use the written method accurately, and to notice when an answer looks implausible.

It also helps to know that the new methods are designed to be left behind when they have done their job. Pictures build secure foundations, and as topics become more abstract the pictures are used less. By the time children reach GCSE, most of their working is symbolic.

What your child gains from it

Children taught this way tend to become more flexible thinkers. Instead of memorising a rule for each question type, they learn to look at a problem, decide what is being asked and choose a sensible route. That habit matters in later years, when GCSE questions are often unfamiliar in their wording and expect students to reason through several steps.

It also tends to make children more willing to talk about maths. When a child can say “I drew a bar, and I could see the parts were equal,” they are explaining, not simply guessing, and that is a very good sign.

How the approach compares with other countries

Singapore has consistently ranked at or near the top of international assessments such as TIMSS and PISA, and its approach is a major reason mastery teaching spread to England. We cover the comparison in more detail in Singapore maths versus UK maths, and what Singapore maths actually is is a good starting point if the term is new to you.

How to help at home without confusing your child

  • Ask for an explanation. “Can you show me how you worked that out?” tells you far more than checking the answer.
  • Learn the school’s picture. If the school uses bar models, draw one together rather than teaching a different method.
  • Keep facts fluent. A few minutes of times tables each day supports everything else.
  • Be patient with pictures. Drawing a diagram is thinking, not a delay.

For parents who want to go deeper into the teaching approach behind this, Bar Model Company shares training resources on bar modelling and CPA for teachers and schools.

Frequently Asked Questions

Why does my child draw a picture for every word problem?

The drawing helps them see what is known and what is missing before choosing a calculation. It is a thinking tool, and children usually need it less as they gain confidence.

Should I teach my child the way I was taught?

It is fine to share a method you trust, but try to understand the school’s approach first so the two do not clash. If your child’s method works and they can explain it, there is no need to replace it.

Do small-group lessons use the same methods as school?

At Singapore Maths Academy our lessons use the Singapore approach, with bar models and CPA at primary level, in small groups of around 4 to 5 students. Our qualified teachers also follow your child’s school topics where that is helpful.

If your child’s homework still puzzles you, we are happy to talk it through. You can book a free consultation call with Singapore Maths Academy, or look at our 11+ maths tuition programme to see how we teach the method in small groups.