Mathletics Case Studies
We know Mathletics delivers powerful results wherever it is used, but don’t take our word for it. Take a look at what teachers across the country are saying about how Mathletics is impacting learning in their schools.
Christ the Saviour reviews the benefits of Mathletics.
About the school:
Christ The Saviour Primary School in Ealing is one of the largest Church of England primary schools in the country. The school was formed in September 2011 following the amalgamation of two Victorian schools: St Saviour’s Infant School and Christ Church Junior School, Ealing Broadway.
Inclusion is at the heart of everything the school does. The schools’ ethos is to nurture each child to help them to start discovering that ‘potentially wonderful’ thing about them, and then enable them to start playing their own part in the communities in which they live.
The school has above national average SATs results in maths and uses Mathletics to inspire the next generation of mathematicians.”
“I would definitely recommend Mathletics to other schools. It’s a really positive way of engaging pupils in maths in the classroom and at home, particularly for pupils who might be reluctant mathematicians or feel that they are no good at maths we’ve found that Mathletics is a really good way of building their confidence.”
Su Larson, Head of Year 6, Christ the Saviour CoE Primary School.
Engagement: “The children really enjoy competing against their friends using Live Mathletics. I sometimes play Live Mathletics with the children in class and they love trying to beat you! It really is something that is very interactive between the teacher and the pupil too.”
Fluency: “Children love using Live Mathletics which is where they go online and do quick-fire mental maths questions and are able to compete against each other. It’s really helping our pupils develop quick mental maths skills and it’s introducing a very healthy competitive element into our maths lessons too. “
Self-directed Learning: “Mathletics allows pupils to self-direct their learning. When working through an activity, pupils get immediate feedback telling them if they’ve got the answer wrong. Pupils can then use a help button that provides an explanation of the method so they can re-do the activity to get the correct answers.
If pupils haven’t got a good score at the end of the curriculum activity, they tend to go straight back and try the task again to improve their results. The immediate feedback encourages the pupils to want to improve their scores and search out ways to answer the questions.
Mathletics also enables pupils to choose their own tasks on Mathletics so they can do the type of maths they really enjoy and develop those skills or they can choose new tasks and seek to explore new areas of maths independently.”
“Mathletics is helping us build confident and positive mathematicians. It’s really helping children see patterns in maths and helping them to grasp concepts quickly.”
Mastery in Maths: “Mathletics is helping us build confident and positive mathematicians. It’s really helping children see patterns in maths and helping them to grasp concepts quickly. In the curriculum tasks we set our pupils using Mathletics, children repeat the same concepts and practise the same skill. It really helps pupils see the patterns and understand the concept they are learning. As pupils work through the activities, the questions get gradually harder so it’s also allowing them to be challenged.”
Curriculum Alignment: “All the year 6 national curriculum topics are covered on Mathletics. Whatever aspect of the curriculum I’m teaching I can always find online curriculum tasks to support that teaching.
I particularly like using Mathletics to teach shape because visually it’s very good and it helps the children understand 3D shapes, 2D shapes and angles. It’s really good to have that represented on the screen for my pupils.”
Differentiation: “Mathletics also allows me to differentiate really effectively between my children in my class. It’s possible to set different tasks at different levels for different sets of children or even individuals. The children can work at a level that’s appropriate for them.
The reports and results section enables me to see at a glance the progress the children are making. It’s very easy and quick to identify the areas where a pupil is struggling and not making progress. I can then follow that up with additional teaching in the classroom”
Saves Teachers Time: “Mathletics doesn’t replace my teaching of the national curriculum but enhances it. As a teacher it’s a real time-saver, particularly with setting homework tasks.
We use Mathletics regularly to set tasks for the pupils to complete at home. Once the activities are completed, I don’t have to mark them and I just need to log on to instantly see pupils’ results. We’ve found particularly with our lower ability mathematicians it has really motivated them to complete their maths homework. They are excited about going home and doing their Mathletics and we’ve had a much higher completion mark since using Mathletics.”
Parental Engagement: “On the whole parents really like Mathletics. They like the fact that their children are excited about doing maths and excited about doing their homework. It’s something parents can sit down and do with their children which they seem to enjoy.”
Want to know more?
Get in touch with the friendly team of educational specialists at Mathletics. We’d love to speak to you.