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VIEWS & OPINION


Helping children form a better relationship with maths via edtech


Comment by JOY DEEP NATH, primary maths specialist and co-founder of SplashLearn


A key educational focus in the wake of post- Covid recovery is, naturally, supporting schools and teachers to address the loss of learning that has affected many children and young people around the country. Following nearly two years of disruption to education, teachers face an uphill battle across the curriculum in trying to make up for this lost time, but particularly so when it comes to maths, where there were already concerns from national bodies such as National Numeracy on children’s understanding of the subject. Recent figures indicate a noticeable widening of the attainment


gap in maths for primary children, as well as a significant drop in confidence for pupils working across different levels. In order to address this decline in standards, the Department for Education (DfE) has stated that one of its overarching educational objectives is to support schools in ensuring that children are achieving the expected standard in maths by 2030. While there are a number of factors, most recently the


disruption to learning, which continue to contribute to a decrease in maths results, one of the leading causes is the rise in anxiety around the subject. It is no secret that maths is rarely selected as the top choice in exciting subjects for children to learn, but the negative connotations linked with the difficulty of the subject have resulted in a rise in stress and anxiety over learning. Some pupils have even reported developing physical symptoms


in connection with this stress and worry over learning maths. While National Numeracy identifies some of the causes of this anxiety stemming from negative past experiences with the subject as well as cultural stereotypes, this negative image is further perpetuated by the pressure placed on pupils relating to the importance of doing well in maths, alongside English and Science. As the UK disbands its remaining Covid-related restrictions and


life inches back to ‘normality’, there are many reasons to feel optimistic about the Spring term. But with teachers already facing unmanageable workloads and growing pressures relating to the ‘catch up’ narrative, how can school staff tackle this drop in attainment without causing staff, parents or pupils additional anxiety?


Confidence Firstly, one of the most important ways that edtech can help to tackle this rise in maths anxiety is to provide a space where pupils can build their confidence in the subject without the risk of any consequences if they get an answer wrong. Unlike traditional homework, where pupils only receive help once a teacher has marked their work, using technology to set maths challenges can help pupils correct their errors along the way and offers them the opportunity to retry a maths problem until they understand it


22 www.education-today.co.uk


before their next lesson. Not only does this help prepare pupils for their future lessons by


ensuring they receive the opportunity to build a strong foundation of knowledge before moving on to more complex concepts, it also reduces the stress and embarrassment of potentially having to discuss errors in front of peers. Deploying edtech to enhance the teaching of maths can allow teachers to trial various methods to help engage their pupils in their maths education. This avoids a ‘one size fits all’ policy, as educators can set different challenges for different children based on their prior subject knowledge, progress and age.


Introducing technology as an alternative to traditional


classroom learning helps to provide a safe space where pupils can practice their skills. Furthermore, as part of our own edtech offering, we have prioritised creating a platform where pupils can compete with other children both globally and nationally, to help foster healthy collaboration and bring school communities together.


Tackle stereotypes Secondly, one of the leading causes of the decline in engagement with maths is the perception that maths is not a creative or fun subject. The UCL Institute of Education has identified multiple wider social factors at play, citing examples of advertising campaigns choosing maths as an easy target when compared to other more popular subjects, and using messaging including “maths is boring” and “I’m so terrible at maths!” Maths teachers can encourage other subject leads to avoid perpetuating unflattering stereotypes, and even point to interesting examples of maths in their own lesson plans - for example, stressing the importance of maths skills in helping to crack the Enigma codes at Bletchley Park, and ultimately help win the Second World War. Game-based learning can be an incredibly effective way,


particularly for younger learners, to appreciate that maths really doesn’t have to be boring or dull. Multiple research studies point to the effectiveness of game-based learning in targeting the intrinsic motivation of students, relying on their internal drive for competition, interaction and creativity, and ultimately boosting learning outcomes. Many learning platforms have self-paced challenge formats, that over time gradually adapt to learners’ needs and provide teachers with regular feedback. Our SpringBoard Maths Challenge, which runs over a 10-week


period, allows for children to develop a sustained interest in maths-based games while also encouraging them to work together. These sorts of competitions support teachers in being able to join the dots for their pupils between friendly fun competition and maths, which can help encourage children a positive image of the subject. Instilling confidence in maths at an early age is crucial in


helping to reduce the attainment gap by ensuring that each child, regardless of their background, is given ample opportunities to develop a deep understanding of basic mathematical principles as well as an enjoyment of the subject. Moving forward, teachers will need to use a range of different techniques and tools to help combat the rise in maths anxiety, support pupil progression and to reach the Government’s 2030 target.


March 2022


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