News & Insights 12 March 2026

Maths modelling in action

By Jen Thomas

What is modelling in maths? We spoke to Action Tutoring’s Maths Curriculum Coordinator, Jen Thomas, who explains the process and how we adopt it across our curriculum. We also find out more about her role at Action Tutoring.

Modelling explained

Modelling is where a teacher or tutor shows a pupil how to do something whilst sharing their thinking behind the process at the same time.

  • Effective modelling is carefully structured and explicit, building step by step to reduce cognitive load.
  • The modelling process should gradually move from the tutor to the pupil, building independence over time.
  • AT supports tutors to model in this way through the ‘I do, we do, you do’ structure (which you can find within our workbooks and templates). 
A picture of a volunteer tutor delivering a session to maths pupils on one of Action Tutoring's face-to-face programmes. The tutor is sitting at a table holding a white workbook in his hands and is looking at two pupils are also sat on the table concentrating on their maths session.

How Action Tutoring implements modelling across its tutoring programmes and curriculum

Tutor-led activities are where the tutor starts modelling, demonstrating each of the maths steps required to solve a problem. The following three terms indicate tutor-led activities in our workbooks – and where a tutor will need to take the lead:

  • ‘Tutor worked example’.
  • ‘I do’.
  • ‘Work with your tutor’.
A picture of two volunteer tutors delivering a session to maths pupils at one of Action Tutoring's face-to-face programmes. The tutors are each sitting at a table, where one tutor is looking pensively at a workbook with a pupil who is using his pencil to make corrections to his workings out. The other tutor is scribbling notes on a workbook while two other pupils are sat opposite, one looking intently at their tutor.

Delivering an effective tutoring model

There are three key aspects to delivering an effective tutor model:

  1. Write down each step of your working out.
  2. Provide simple visuals to help pupils follow the reasoning.
  3. Think aloud and use verbal questioning.

Additionally, once you have delivered the ‘Tutor worked example’, or ‘I do’, the next step is ‘we do’. This involves encouraging the pupil to try one for themselves whilst you are on hand to guide and support them.

Overall, this gradual handover reduces pupils’ cognitive load, enabling them to be successful in a low-stakes environment.

A picture of a volunteer tutor delivering a session to maths pupils at one of Action Tutoring's face-to-face programmes. The tutor is sitting at a table with a workbook in their hand, holding a pencil and looking down. The two pupils are sitting at the table and they also have pencils in hand and are looking towards the tutor and the workbook.

What key things do tutors need to consider with modelling?

  • Remember it is really important as a tutor to adapt to the needs of the pupils you are working with.
  • If they are stuck or struggling to progress independently, ensure you provide extra models – i.e. an ‘I do’ or a ‘we do’.
  • Once pupils show they’re ready, only then move to the independent modelling.
  • Finally, remind pupils mistakes are part of and occur during learning and by doing some more ‘we do’ examples you will succeed together.

Hone your skills

Interested in developing your modelling practice? Check back on our website and socials to sign up to the next Bright Ideas Live Workshop this spring focusing on maths modelling.

In addition, have you seen our really helpful maths tutor demonstration videos? These help Year 6 and Year 7 maths tutors to prepare for their first ten tutoring sessions. They include showing you how to complete the ‘I do’ activities (where you will model the maths to your pupils).

Check out the videos below (you can also get the full playlist via our YouTube channel).

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