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0maths - the inclusive maths website

Nurturing Fearless Mathematicians

ØMaths helps everyone bring their best self to their maths.

We do this by harnessing insights from psychology and maximising support for maths anxiety, ADD / ADHD, ASD, dyspraxia, dyslexia and dyscalculia, right out of the box and with individual adaptations.

 

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Whole class, SEN first maths

ØMaths was built for the quiet strugglers, the anxious guessers, the ones who sit through lessons hoping not to be seen. We see you.

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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Spend time where it's most needed

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

Instant Feedback, Instant Help

Unique non-punitive approach.

Freedom to make mistakes and correct them ourselves is how we learn; we bring this to maths. This approach slays maths anxiety and reinforces a growth mindset.

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

At the teacher's discretion, show me how can also tell students which of their friends have succeeded, fostering peer support and giving kudos for hard work.

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

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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 work can be set for everyone and those who need to can discretely back up for a couple of minutes.

Differentiated by design

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.

World leading SEN support

The examples show the following macro and micro adaptations for difficulties from visual impairment to place value confusion. We also use pupils' response data for SEN screening.

Hugely Varied Activities

A wide range of activities keep pupils engaged and offer different routes to knowledge building.

For instance, we have over 60 times table activities (excluding topics drawing on tables; we have another 38 activities on area, for instance).

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.

Studies show that extrinsic motivators actually reduce intrinsic motivation. We highlight the game-like features of maths itself to keep motivation intrinsic.

We have tonnes of awards which can be won in any topic, from instant coins for right steps, to streaks, and personal bests. We also reward pupils for collecting chains of follow-on topics. These ensure every student knows their efforts are valuable.

What We Don't Have

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

Well, no.

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.

Maths league tables hinder learning:

  • The bottom half of the class get their confidence 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.").
  • Competition induces a performance orientated (fixed) mindset and reduces strategy flexibility.

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 screens weaknesses for gaps in prior knowledge, both individually and collectively.

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.

Uniquely, we also screen answers for indications of learning difficulties where interventions can be targetted.

Free, custom reports also available.

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Last update: April 22 2025

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