0Maths case study in secondary intervention groups

0Maths helped a great teacher to help an intervention group to build confidence, work independently, and achieve National 3 numeracy.

Case Study: Supporting Low-Attaining Learners in Secondary Maths with 0Maths

School: Elgin Academy
Role: Maths Teacher
Cohort: First and second year (S2) pupils with low prior attainment in numeracy

The Challenge

Like many secondary settings, Elgin Academy faces the challenge of supporting pupils who arrive with limited numeracy and low confidence in maths. These learners often require significant support, can struggle to work independently, and may rely heavily on calculators rather than developing core skills.

The Approach

0Maths was introduced for S1 & S2 intervention groups, in class, for up to 2 lessons per week. The platform was used primarily to reinforce numeracy skills alongside normal classroom teaching.

The Impact on Pupils

“My second year class are more confident in trying calculations without a calculator and the majority of the class have achieved Nat3 numeracy. ”

Improved confidence and reduced anxiety
Pupils were observed to be more confident when attempting calculations, including working without a calculator. They also appeared less anxious when engaging with maths tasks.
Greater independence
Pupils were able to work more independently, requiring less direct teacher input to get started and continue working.
Increased participation and persistence
Learners tended to complete more questions and were more willing to attempt challenging work, showing improved persistence when tasks became difficult.
Improved attainment outcomes
The majority of the S2 (year 8) class successfully achieved National 3 Numeracy (roughly equivalent to Functional Skills Maths Level G in England), reflecting improved competence in core skills.

The Impact on Teaching

Better support for struggling learners
0Maths enabled targeted support during lessons:

“When I find that they are struggling with something I have used 0Maths to help support them in their areas of weakness.”

Fewer repeated errors
After working through topics on 0Maths, pupils were less likely to repeat the same mistakes, suggesting stronger understanding and consolidation.

Supports independent learning
The platform fit easily into lessons and helped pupils continue working productively without constant teacher intervention.

Teacher Workload & Usability

Quick and easy to implement

Setup time: 10–30 minutes
Pupils required minimal explanation to get started

Time savings during lessons

Reduced need to support struggling pupils individually
Easier differentiation within the classroom
Allowed more time to focus on pupils who needed additional help

Flexible classroom use
0Maths integrated smoothly into existing teaching without requiring major changes to lesson structure.

Teacher Summary

“I have used 0Maths mainly for improving numeracy skills and I would say the practice has helped support the work I have been doing in class.

[0Maths makes it] Easier to support learners who have come into secondary with a low level of numeracy.

My second year class are more confident in trying calculations without a calculator and the majority of the class have achieved Nat3 numeracy.”

Conclusion

This pilot demonstrates that 0Maths can play a valuable role in supporting lower-attaining secondary pupils, helping to:

Build confidence
Reduce maths anxiety
Improve independence
Strengthen core numeracy skills

At the same time, it enables teachers to use their time more effectively, particularly in differentiating work and targetting interventions.

Would the teacher continue using 0Maths?
Yes

The school have broadened the use of 0Maths

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