Mr Barton Maths Podcast #207 Atomisation in Action – episode 3 (with Kris Boulton and Lee Wheeler)
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Sep 1, 2025 Chris Boulton, an education consultant, and Lee Wheeler, a secondary maths teacher, dive into the practical applications of atomisation in the classroom. They discuss using atomisation to tackle multi-step exam questions, illustrating how small conceptual 'atoms' help students combine topics effectively. Lee shares insights from his GCSE results, while Chris emphasizes the importance of structured problem-solving tactics. They also explore handling prerequisite knowledge, the dynamics of mixed-class readiness, and setting high expectations for all students.
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Use No-Number Preparatory Steps
- Try 'no-number' versions of word problems: black out numbers and ask for the first procedural step.
- Reveal numbers only after students have planned the structure to reduce cognitive overload.
Algebraic Fractions Help Lower Sets
- Lee found lower-set students learned algebraic fractions faster than numeric fractions when arithmetic was removed.
- Teaching via low-arithmetic sequences unlocked access to higher-level concepts for weaker students.
Circumvent Or Rapidly Remediate Blockers
- If a prerequisite atom is weak, either temporarily circumvent it or diagnose and remediate efficiently.
- Give LCM or factorised forms as scaffolds, then schedule focused atomized practice to rebuild that prerequisite.