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0maths - the inclusive maths website

Nurturing Fearless Mathematicians

ØMaths harnesses insights from psychology to make a gentle, effective, inclusive learning environment with adaptations to cover maths anxiety, ADD / ADHD, ASD, dyslexia and dyscalculia.

 

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Teachers' time is precious

On ØMaths teachers save time setting and adapting work, marking, reporting and giving feedback to students.

Proven Effective

On average, 10 minutes a day of ØMaths boosts performance 40% in a week.

Just a few minutes a day extra self-directed work can take a child from struggling to confident over a year.

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Making it count

Each minute spent on ØMaths boosts a child's maths more than spending that minute on any other platform.

Practice Makes Permanent

Correct practice makes perfect.

Correct answers are marked right as they are typed. Not-yet-right answers wait to be made right.

This non-punitive approach is fun and effective for everyone and truly transformative for maths anxious students.

Worked solutions, cross-linked to definitions and prior knowledge mean nobody gets stuck.

Optionally, show me how can also tell students which of their friends have succeeded, fostering collaboration and giving kudos where it's due.

Hints for common gotchas prevent frustration. These hints are delayed to encourage students to check their own work.

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Helping all students bring their best self to maths

We have a lot of adaptive options, easily administered SEND adaptations and enough activities that every topic can click with every student.

Just Right for Everyone

Knowledge Gaps Discovered and Covered

Students are encouraged to consolidate prior knowledge where necessary. For teachers this flexibility is a time saver - the same topic can be set for everyone and those who need to can discretely back up for a couple of minutes.

Differentiated

Difficulty levels and leading topics help every child find their groove.

Easier difficulty levels might include scaffolding, smaller numbers, widgets, clear illustrations, marked workings, and links to definitions so all questions make sense to all pupils.

For teachers differentiation can be as simple as setting the topic and letting ØMaths work with each student to find their level.

Hugely Varied Activities

A wide range of activities keeps pupils engaged and offers different routes to knowledge building: some focus on memory, some focus on understanding and some focus on the intrinsic joy of maths.

For instance, we have over 60 times table activities (without including topics drawing on tables; we have another 38 activities on area). This diversity of activities keeps arithmetic interesting.

Each question is randomly generated - and most have difficulty levels, so there are literally millions of questions that 0maths can ask.

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Gamification done right.

Prioritizing thoughtful strategies over speed fosters flexibility, enhances retention and reduces anxiety.

The Maths is the Game

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Progress is satisfying.

On ØMaths, the game-like features of maths itself are the motivator.

We have tonnes of awards which can be won in any topic, from instant coins for right steps, streaks, to personal bests, to connecting chains of follow-on topics. These ensure every student feels valued, motivated and rewarded for their efforts.

What We Don't Have

Ticking bomb timers and races make maths exciting. Should maths be exciting?

Well, no.

Speed emphasis fosters a performance orientated (fixed) mindset as opposed to a learning orientated (open) mindset and reduces strategy flexibility.

Excitement produces adrenaline - the fight or flight signal. Adrenaline inhibits sitting still and thinking calmly.

Dopamine, on the other hand, increases attention span and memory retention. We target dopamine with a continuous drip of rewards, affirming each pupil's suspicion that they may in fact be a genius.

No time pressure.

League tables can boost confidence and motivation for high performers, though often leading to a fixed mindset even for them.

What about the rest of the class?

Plainly, those who really need encouraging get hammered. The same names at the top produce a hero culture ("Hermione is top because she is brilliant. I am never top. I am not brilliant. Maths is not something I'm good at.").

No league tables.

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An enlightenment of data

How are they doing? What are they doing? How are they doing what they're doing?
Thorough, accessible reports

Proper marking and in depth reporting includes screening answers for interventions, and screening weaknesses for gaps in prior knowledge.

For some questions marking the workings is part of our answering system, for others students' freehand workings in assignments are available to teachers and parents.

If you don't see what you need, we will build it for you.

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Choose your country and year to put us to the test

Try the free version with your class today, with no sign up and no ads. You can even send a direct link to a question set with the share button. You'll have access to all the great features except reporting and adaptive learning with no sign up.

Let's Lift the Learners Who Need it Most

In Scotland only 2 in 5 pass National 5 Maths. In England, about half will get a grade 4 or above in GCSE Maths.

We can do better.

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“[Daughter] was terrified of maths. She was a bit reluctant to do any work on 0maths at first, but now she just does it first thing in the morning before breakfast. She loses track of time and does a lot more questions than we asked her to. Her confidence has come on enormously.”
Lena, Stonehaven
“We played 15 minutes of sumdog then 15 minutes of 0maths and the children got as much fun but more learning from the latter than the former. Also great because it was a P4-7 class and so differentiation was already done and they just needed to go onto the right topic! Thanks very much 😁”
EK, Fife
“It's brilliant. Ewan loves it. After seeing 0 Maths in class, he's been coming home from school and doing over an hour of maths every night. Nobody even asked him to. He's never been like this before.”
Lorna, Brechin
“FANTASTIC!! [...] While many other websites are engaging and fun, the actual maths content can be hard to find. I think the fact answers are accepted as soon as they are correct, the presence of a show me button, but most importantly the clear questions and focus on maths not playing is great!”
Elle

 

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