Low Quantitative

Sam

Low Quantitative

Sam is a happy member of the classroom. He makes friends easily and can be relied upon to respond sensibly to expectations from his teachers but often requires additional prompts.

He works diligently in most areas of the curriculum but appears to lack confidence when engaging with maths-related learning, particularly in relation to activities involving number and computation and appears to have some difficulty with working memory.

Key Questions

  • Is there alignment between Sam’s quantitative ability and his spatial ability? (Check how many questions Sam attempted for the sections related to number and spatial reasoning in CAT4 – was he appropriately engaged with the assessment?)
  • What implications does a discrepancy between spatial and quantitative reasoning have for intervention?
  • Check Sam's ability (quantitative and spatial) against attainment in the appropriate aspects of the maths curriculum.
  • Does Sam have access to concrete resources that might assist with learning in maths?
  • Could you make adjustments to the learning environment to reduce distractions and focus on key learning information?
  • Consider the opportunities for overlearning/rehearsal to improve automaticity/maths fluency.
  • Are you aware of Sam's perception of himself as a learner of maths – does he experience any anxiety in this area? Support Sam to adopt a growth mindset and model approaches that solve problems in small manageable steps.
  • Is there any evidence to suggest that further targeted investigation may be necessary to consider possible specific learning difficulties related to maths?

Further reading on Low Quantitative >

*These profiles are for illustrative purposes and have been created to help introduce just some of the varied learner profiles your CAT4 data may show you, and to help support personalised learning. The profiles from your own CAT4 data may share some similarities with the example profiles but it is important to consider each learner individually.

60 100 140 Verbal Quantitative Spatial Non-Verbal

Verbal

Verbal classification

Verbal analogies

These learners will likely excel in debate, developing strong connected arguments. It’s also probable that they draw upon advanced reading skills to use rich and effective language/vocabulary for creative writing.

These learners will likely find accessing tasks involving the written word more challenging and may find it difficult to keep pace in group discussions where they should be given clearly defined roles to avoid being a ‘passenger’.

Non-verbal

Figure classification

Figure matrices

These learners will quickly build a puzzle, solve a Rubix cube or spot the difference as they prefer to think with numbers or images. They will likely thrive with activities that require them to problem solve with abstract information.

These learners may find it difficult to keep up in the learning environment as they may not follow instructions or find new information easy to follow. They will likely find challenge with following logical approaches to problem-solving including model building and science experiments.

Quantitative

Number analogies

Number series

These learners will likely excel in tasks related to arithmetic and computation. They will solve number problems, find patterns in numbers and identify relationships within data sets with greater ease.

These learners will likely experience barriers with number related learning which may manifest as an anxiety toward maths. They may have difficulty with recall of number facts, recognising the value of a group of objects, seeing patterns in numbers and with basic arithmetic skills.

Spatial

Figure analysis

Figure recognition

These learners will be quick to visualize and will learn best through concrete resources, graphics/images or in the virtual world. Concepts that can be explored actively and in three dimensions (model design and building) will likely be easier for them to grasp

These learners may need additional support with organisation and navigation as they may miss clues in their environment. Learning may need to be scaffolded/demonstrated particularly if represented in abstract two-dimensional diagrams.