Axiom Maths

“is still full of confidence, enthusiasm and engagement with her maths circle since moving online.”

“Everyone, although shy at first, was welcoming and kind. Within my group, we’re not afraid to build and criticise each other’s ideas openly. We sometimes split off into groups where we discuss mathematical ideas alone without the mentor, which is good for connecting with others.”

“prompts critical thought processes…She feels there is little difference between the two [in person and online] and their work is enjoyable.”

“her online mentor guides the pupils through most questions”

“take an interest in Heidi as a person, beyond maths.”

“The transition from in-person sessions at school to online ones was easy, as the content and classes are very similarly structured,”

“I feel it’s been beneficial in extending my maths knowledge and supporting my maths learning at school.”

“The maths circles have taught me to find patterns and link problems to previously encountered ones. Also, the circle makes me even more passionate and engaged with maths.”

“Being in a maths circle has encouraged me to approach maths problems from different directions, and being curious about what others may think.”

“Within the online session, the platform used provides a wide range of useful functions, which I felt benefited my learning. For example, my mentor would split the screen into 6 sections around the slide where pupils could each work while the mentors looked over and supported them. Also, through typing, I could share my ideas more rapidly than in my old classroom.”

“One thing that is different about online maths sessions is the usage of technology in our sessions. I feel that being able to annotate our slides virtually is useful for visualising our ideas,”

“My mentor is great…all mentors I’ve had were great, making sure to involve everyone in the lesson while both supporting and challenging pupils when needed.”

““Asking pupils questions – what’s the same and what’s different and trying to get their articulate side out. While they can often give an answer quickly, explaining their reasoning can be more challenging. I’ve noticed they are doing this more during maths circles and seem to enjoy it, so hopefully they continue to practise this skill beyond those sessions.””

““ They’re beginning to understand that in maths, as in life, there isn’t always a single right answer – and that not reaching a solution can still be a valuable learning experience. We’ve also noticed how proud they are to be part of the maths circles; it gives them a sense of belonging and achievement, and they genuinely enjoy the collaborative and exploratory nature of the sessions.””

““The pupils’ thinking is different. We believe Axiom Maths empowers them – it gives them the tools and skills to tackle mathematical challenges with confidence. Through this approach, they are developing not only their problem-solving skills but also resilience and a willingness to engage with complex, open-ended tasks.””

““It gives them the privilege to still attend and not miss anything. We focus on what the future might bring for them and we try to give them as many opportunities as we can. It’s working really well for us.””

““If we wanted the right students and ensure it’s successful, then we had to do it during maths lessons . We’re running 4 maths circles and we’d take any opportunity we can to help pupils out.””

“Overall, I’m confident that we can secure a core cohort that will transition from one year to the next.”

““I’m really glad we did this for them,” says Ms Okereke.”

““If I get it wrong in class now, I’m confident enough to answer again,” one pupil says.”

““Some problems from the curriculum are quite mind-augmenting,” she says. “Even with a maths degree, I’d think: that’s quite cool. And we don’t always have the capacity to do that in a classroom.””

““I might feel a bit defeated, because the question feels impossible. And then something will click and it’ll be like a big light bulb moment.””

““The whole point of it is to be different from a maths classroom,” shares Ms Okereke. “I’m able to think a bit more broadly about maths and really allow them to explore ideas, get it wrong and also be a bit silly!””

““I thought it was going to be much more serious and less interactive. But it’s actually fun and we get to talk a lot more than I thought we would.””

““When it comes to our maths lessons, it’s often just – they tell us what to do, and we just follow that,” says one pupil. “But with Axiom Maths, it’s more like using what you know. I find that quite nice.””