When questioned, both teachers and pupils were unaware of these differences or complexities, or even that there were two types of common use.
Kimmins and Winters (2015) 1 identified this with great clarity: Venns are being used in two very different ways – often both alongside one another – with primary-age children, and often without any explicit attention drawn as to their different uses.
‘It’s not just a thing plus a thing gives another thing.’ ‘For it to work, the thing in the middle has to belong to both categories,’ says Anna.
