Mathletics Testimonial: Using Mathletics in a primary school

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.

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Mathletics ticks the boxes for a Nottingham primary school

Improving Fluency

Originally the school bought Mathletics from 3P Learning to help children speed up and become more fluent in their mental calculations. Dean Catchpole, maths coordinator and Year 6 teacher, had noticed that although his pupils could do the maths, they were still counting on their fingers and relying on hundred squares and timetable grids. He felt that Mathletics would introduce an element of fun and competition into the classroom and help children become more confident.

About the school:Henry Whipple Primary School in Bestwood, Nottingham, is a one-form entry school with 210 children. While it used to be a mainly white working class area, the demographic has changed over the last few years and there are increasing numbers of
EAL pupils.

Many children start with low attainment on entry, but the school works hard to narrow the attainment gap in English and mathematics, to make sure that those eligible for pupil premium funding reach expected standards.

“Every single child has made substantial progress – this might be partly because of the huge variety of activities included in Mathletics.”

Dean Catchpole, maths coordinator and Year 6 teacher, Henry Whipple Primary School.

The Benefits 

“They enjoy going head-to-head with friends, but they are really excited when they are going up against other countries,” said Dean. Dean has also introduced class competitions where each pupil has to get as many points as possible in a week. He finds that this competitive element really keeps them on their toes.

Gradually Mathletics has taken a more central role in the maths curriculum, often featuring in the daily maths lesson both to consolidate skills and as an introduction to new topics. “I realised early on what a powerful tool it could be,” said Dean. “It proved to be great for assessment as we can see at a glance how well pupils are doing and tailor resources to meet their needs.
“Some children have even been coming in before school and using Mathletics as an intervention and their parents have begun to realise that this is really making a difference. It is very good for showing the methodology for calculations – they can click on an icon and it will take them through a process step by step.”

The app is also proving very popular. The school invested in iPads and these all have the Mathletics app. In fact Mathletics activities can be done using an iPad or Android device so that families don’t need access to laptops. While Bestwood is not an affluent area, most parents have a Smartphone or tablet, so usually the children can access the resource at home in one form or another.

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“Gradually Mathletics has taken a more central role in the maths curriculum, often featuring in the daily maths lesson both to consolidate skills and as an introduction to new topics.”

Varied Activities

Every single child has made substantial progress according to Dean. He feels that this might be partly because of the huge variety of activities included in Mathletics and also because there are relatively few maths problems which require good literacy skills: “Many elements of the resource require very little writing, but they require a lot of thinking.” he says. “Sometimes if they have not understood a particular method they will go and have a look at the explanation on Mathletics at home.”

Dean has seen an increase in staying power too. If pupils do a task and get 3/10 they automatically have another go. They are determined to show that they have mastered it!

“While KS2 mathematics results can vary year on year, the children’s enthusiasm is unquestionable,” said Dean. “If I say to a group, ‘Okay, you can have a go on Mathletics, the response is always ‘Yes!”

“Dean has seen an increase in staying power too. If pupils do a task and get 3/10 they automatically have another go. They are determined to show that they have mastered it!”

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