Change often feels unnerving – especially when you’re young and find yourself in a new situation.
Meet Heidi, Joie and Farouq.
These three pupils began their maths circle journey in familiar classrooms during their usual school routine. When their schools could no longer run a circle, Axiom Maths made sure they had the chance to continue online. Before long, they were joining sessions on a device from the comfort of their own home, starting from where they left off.
From Classroom to Clicks
The online experience was a new adventure. The consistent structure and familiar curriculum made it easy to follow, and soon enough, the online setting felt like second nature.
“The transition from in-person sessions at school to online ones was easy, as the content and classes are very similarly structured,” shared Joie.
For Heidi, it was “an easy transition.”
Whether in person or online, mentors nurture mathematical talent and help pupils thrive. For Heidi, Joie and Farouq, their mentors have achieved exactly that.
“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.” shared Farouq.
Heidi said the sessions are “well organised” and that “everyone is able to share their thoughts and views easily.”
Heidi’s guardian added that “mentors are friendly and encouraging” and “take an interest in Heidi as a person, beyond maths.”
Joie’s guardian explained that “her online mentor guides the pupils through most questions” and “prompts critical thought processes…She feels there is little difference between the two [in person and online] and their work is enjoyable.”
The Power of Online Tools
Our online platform offers new tools and ways to interact with Axiom Maths problems and peers in the circle. Through Vedamo, a virtual classroom platform, they collaborate on shared interactive whiteboards, join breakout rooms for small-group discussions and sketch their thinking with drawing tools.
“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,” said Joie.
The screen is no barrier to getting stuck in!
“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.” – Farouq.
Despite the physical distance between the group’s screens, the sense of connection remains strong.
Farouq reflected that, “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.”
Joie’s guardian shared that she “is still full of confidence, enthusiasm and engagement with her maths circle since moving online.”
Farouq’s guardian observed that “he showed more confidence and was more enthusiastic” and credited mentors for “keeping him engaged through the sessions.”
Staying Connected & Curious
Their learning knows no travel limits and the trio continue to grow into confident mathematicians.
“Being in a maths circle has encouraged me to approach maths problems from different directions, and being curious about what others may think.” – Joie
“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.” – Farouq
“I feel it’s been beneficial in extending my maths knowledge and supporting my maths learning at school.” – Heidi
The online programme shows that meaningful learning and connection can take many forms. With the right tools and support, pupils can realise the potential of their power anywhere.