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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Tablets at the ready – independent Surrey prep keeps learning fast and fresh with the Mathletics App

The Challenges Faced:

The school fosters an intellectually rigorous and challenging academic environment in which its girls are encouraged to become independent learners. In particular the school is midway through a two-year digital strategy which will see all teachers and students have access to tablets on a one-to-one basis. Currently every pupil in Key Stage 2 has their own tablet for use in the classroom and at home.

Every resource used has to demonstrate its value. The school believes that technology works best when it helps to achieve things that would not have been possible without it. As such, the tablets are used only when teaching and learning will benefit as a result.

When teacher Gary Peters joined the school in 2014 as mathematics subject leader, he inherited Mathletics, the digital maths resource from 3P Learning. His first job was to evaluate the resource with fresh eyes to check that it was doing a good job for the school.

About the school:

Surbiton High Girls’ Preparatory School in Surbiton, Surrey, is a two-form entry independent school catering for 300 pupils aged 4-11. It is part of Surbiton High School which also includes a boys’ prep and a girls’ senior school and is a member of the United Learning/United Church Schools Trust. Its stated aim is ‘to inspire, encourage and empower young people to be the very best they can be.’

“By providing variety and enjoyment, Mathletics is helping us keep maths teaching fresh and alive. It’s helping us build mastery – because every activity includes three levels, this happens almost automatically.”

Gary Peters, Mathematics Subject Leader, Surbiton High Girls’ Preparatory School.

The Solution: 

“Our digital strategy arose from research into what makes teaching and learning successful,” said Gary. “We know that effective use of technology in the classroom and at home supports quality teaching and learning. And of course in order to best prepare students for life in the future, they need to learn with the tools of the present. They are all very happy and confident users of tablets so it made sense for us to harness that interest to help broaden their subject knowledge. “I personally hadn’t come across Mathletics before, so I decided to run with it for a year and see how it worked before deciding whether to continue our contract. We use Mathletics from Reception, but mostly in Key Stage 2. It covers all areas of the curriculum and quickly convinced me of its value both to
teachers and to pupils. I now think it’s the best resource that we use.

“In particular the Mathletics App works perfectly on our tablets. It’s easy for the teachers to get everybody on and ready to work and the girls simply airdrop their answers onto the teacher’s screen. All the curriculum content is there, along with assigned tasks and homework, whenever the girls want to work – at home or at school.” Feedback is immediate and points and credits sync instantly with the desktop account. There are also video tutorials for selected activities.

“The girls all love Mathletics,” said Gary. “The Play Live feature particularly helps children use and improve their understanding of numbers and number bonds, which has been a real advantage. “It’s a big bonus that they like it enough to continue working out of school too. We try to make their rewards even more valuable by really celebrating their achievements, such as awarding a trophy to the Mathlete of the Week and by matching the certificates they win with points for their school house.”

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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.”

The Benefits:

“From a teaching point of view, we like the fact that it makes differentiation easy, particularly when setting homework. We can also see exactly what and how they are doing, so for example, if they don’t get 90 per cent of an activity correct the first time, we encourage them to go back and until they have improved their score. It definitely helps us to personalise learning.

“By providing variety and enjoyment, Mathletics is helping us keep maths teaching fresh and alive,” said Gary. “It’s helping us build mastery – because every activity includes three levels, this happens almost automatically.

“I’ve also noticed a real improvement in the girls’ abilities with number bonds.”

“Mathletics covers all areas of the curriculum and quickly convinced me of its value both to teachers and to pupils. I now think it’s the best resource that we use.”

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