At The Market Weighton school in rural Yorkshire, limited buses home can make after-school clubs a challenge for many pupils. How could the school ensure all pupils with the heart and head for maths had the opportunity to join a maths circles? Timetabled maths circles seemed like a strong option.
“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.” explained Mentor, Mrs Harko-Boothroyd.
Maths Circles Embedded
A simple solution with a striking effect: almost 100% attendance each week. Instead of attending their regular maths retrieval lesson (where a topic is revised), selected pupils head to their maths circles.
The school is no stranger to extra-curricular activities, from football and dance to jamming and crafts. However, maths circles felt special enough to earn a place in the core timetable.
A Game-Changing Result
This offer means those pupils who may miss out on after school clubs and enrichment sessions can shine.
“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.” added Mrs Harko-Boothroyd.
“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.” she added.
Initially, some pupils felt apprehensive about swapping a regular lesson with maths circles.
One pupil opened up: “At first, I wanted to leave as I thought I would be learning more in the other class. But after a few sessions, I talked to the head of year who said I should carry on and see how I find it. And I’m still here and I do want to carry on.”
Shifting Attitudes
Mrs Harko-Boothroyd has noticed a meaningful shift in how pupils approach their learning.
“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.”
Teachers have gained new approaches, especially in encouraging pupils to articulate their thinking.
“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.”
Thinking Like Mathematicians
The smaller groups let pupils confidently share ideas. One pupil explained: “There are less people which makes you more comfortable and you can listen to yourself think.”
Now integrated into the school day, maths circles are thriving in routine. At the start of every maths circles, the group proudly say: “We’re a maths circle and we think like university mathematicians.”
This mindset is transforming how these young mathematicians see themselves, and it’s clear they really mean it!