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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AO3 Questions Are Recombined Atoms
- AO3 exam problems are largely combinations of familiar atoms rather than genuine novel problem solving.
- Teaching atoms and practising their combinations trains students to recognise and reassemble components in AO3-style questions.
Practice Blocks Before Full Problems
- Design practice that isolates the separate blocks inside AO3 problems and then systematically combine them in staged tasks.
- Use many questions that force students to compute block A, then block B, then compare or combine the results.
Teach Concrete Problem Tactics
- Explicitly teach a short list of problem-solving tactics (e.g., extend a line, draw a radius) rather than vague strategies.
- Vary surface contexts around these tactics so students learn when to apply each tactic.