eMathsMaster is a maths teacher training and student learning and revision programme for maths covering maths from key stage 2 through to grade 9 of the GCSE through 380 modules which include professionally animated video lessons and teacher training lessons, knowledge assessments and sets of maths questions powered by a proprietary learning and management system called The Learning Engine.

The eMathsMaster Teacher Edition is a great tool to help teachers, teaching assistants, cover supervisors and other educational staff involved with the teaching of maths gain confidence and ability to deliver good maths lessons.

The eMathsMaster Student Edition helps FE Colleges engage students and improve GCSE results very effectively. A full step by step learning programme covering maths from key stage 2 through to grade 9 of the GCSE with assessments and maths questions throughout the system delivering a mastery programme. At any point in their learning, the GCSE past papers modules can be assigned to identify student progress for the teachers.

 

eMathsMaster Student Edition can be used in four ways:

 

1)      Fully flipped classroom. Students are directed to complete defined eMathsMaster modules ahead of the lesson allowing teachers to discuss what the students have learnt ensuring full understanding.

The teacher may play the films from the modules completed if it appeared that the class struggled with a certain concept, or they could choose to approach it using their own techniques. The teacher will have been able to identify if students struggled in different areas For example, in lesson 1 of the year, the students would complete their Step 1 pre-assessment and be shown how to use the system before being set their learning modules to be completed prior to the next lesson.

If a student has not completed their modules (and the teacher would have seen this through their admin dashboard before the lesson), the student/ students not completing the pre-requisite learning would be directed to suitable devices in or near the classroom to complete their online learning before joining the lesson. This ensures that all student in the classroom are ‘on the same page; as it were. This process enables fast and efficient teaching with all students at the same level. It does require students to be actively engaged with eMathsMaster. As students arrive later in the year, they can catch up by concentrated online learning or be assigned into similar standard learning groups.

The technology required is for students who hadn’t completed the required amount of eMathsMaster modules to have access to a computer/ tablet/ phone, either in class or in the computer room. The pre-assessments for each step are important here as it will help the teachers assess which students should be assigned to which class. If you have half the class passing step 1 immediately and half failing, you may create an imbalance in classroom.

 

2)      Step-by-step tuition with eMathsMaster. This model of tuition requires the teacher to deliver maths tuitions by taking the students through eMathsMaster in class, step by step, through a number of modules in the lesson. This is achieved by playing the student lesson film (anything from 1 to 6 minutes long, with subtitles) on the smart board/ projector to the class.

The teacher might discuss the film with the class and ensure the students understood The students would then, as a group, go through the lesson assessment (to ensure they understand the topic) and then the maths questions assessment (to ensure they can use the knowledge by answering maths questions). The teacher takes the students through the questions on the screen in class, in a more traditional teaching style, before moving on to the next module.

Having completed, say 5 eMathsMaster modules during the lesson, the teacher advises the students that their homework will be to complete the 5 eMathsMaster modules before their next lesson. (The teacher will be able to see who has completed their homework at any time through their admin dashboard. They will also be able to see their progress and the scores they have achieved as well as how the student has answered the assessments (where they were right or wrong). This process can cover the curriculum from Steps 1 to 8 (which covers the entire foundation course) in around 60-80 lesson hours. The only technology required in class is a projector/ smart board and a computer. Speakers (for the narration) are ideal, however, as the system has subtitles, it’s not the end of the lesson if the speakers break, for example.

 

3)      Hybrid Flipped. This model combines both step-by-step and flipped models into a more flexible teaching style. The teacher will take students through the initial lessons using the step-by-step model. This gives students the chance to acquaint themselves with the system, get used to the style of learning and helps the teacher identify which students need assistance (in the new learning style). Over time, the teacher can extend the class by asking them to increase the amount of time spent on eMathsMaster so that the students not only complete the modules covered in class that day, but also go beyond this by completing the next 5 modules as well (for example).

This takes the students from the step-by-step model through to flipped over a period of weeks. It also enables a teacher to cater for the unstable class sizes and late additions that are often seen in further education during the first few weeks of the academic year. It is expected that most flipped classrooms start off hybrid, before moving to fully flipped. The length of time that the hybrid model is used can be varied. For example, it may be that the teacher asks students to do 3 advanced modules as part of their homework and once that’s been covered in class, use the remaining time to deliver teaching through the step-by-step model, thus covering an additional 3 modules.

The homework? Complete the 3 modules at home that were covered in class and then push forward with another 3 modules before the next lesson. This allows teachers complete flexibility to cater the lesson volume for the standard and ability of the students for that day. Technology required: Screen and PC in class and some access to devices for students to catch up if they’ve not completed the previous work.

 

4)      Revision & Learning. For teachers that wish to deliver their existing scheme of work, eMathsMaster can be used very effectively as a revision and learning tool to give students additional resources to improve their overall understanding of a topic. For example, if a teacher is teaching to a particular scheme of work that doesn’t match the eMathsMaster scheme, or they are teaching maths and don’t want to start at the basics, they can use eMathsMaster as a self-guided revision and learning programme. The students will be expected to spend a certain amount of time per week on eMathsMaster alongside their regular lessons and homework. This has been seen to improve results for students that engage as it ‘fills in the gaps’ in their earlier maths standards.

 

The starting point in eMathsMaster for the Flipped, Step-By-Step and Hybrid models can be at any of the 12 steps pre-assessments. We suggest that all classes start with the Step 1 pre-assessment. Although this is Key Stage 2 material and should be understood by all students, evidence shows us that there are many students that do not pass the pre-assessments for step 1 or 2 thus demonstrating a poor grasp of some of the key foundation principles of the subject. If the class passes the pre-assessment en-masse, the teacher could move to the next step pre-assessment with the class to identify the ideal initial starting point for teaching. Even if the teacher decides to start teaching at Step 3, for example, we believe it is beneficial for the students to cover the earlier steps in their own time as this will only increase their overall understanding of the subject, build confidence and belief in their ability.

 

 

Advantages of a flipped classroom

·         Active vs. passive learning -. eMathsMaster delivers a structured learning programme that enables active learning to take place. By moving lessons out of the classroom, students are able to become active participants in the learning process through learning activities delivered during the class period

·         Student-centred learning - By giving students the opportunity to drive their own learning journey, students are more likely to remain motivated throughout the learning process.  Playing the film

·         Self-paced instruction - Because eMathsMaster is available online 24/7, students are able to learn at the pace that best suits them and at a level suited to their standard and ability. They can refer back to past lessons and modules to review their understanding if required.

·         Standardised delivery of material – Each student receives the same high quality of maths tuition across the board, irrespective of attendance, through the systematic step-by-step scheme of work.

·         Multiple learning styles - Different students learn in different ways, so by delivering easy to understand, bitesize modules, engagement and retention is improved for many students that might not be engaged through traditional learning.

·         21st century job preparation – Using online learning technology for educational purposes whilst a student develops technical skills and provides students with a working knowledge how to teach themselves new skills via online learning

·         Improved teacher time management – eMathsMaster’s online learning reduces teacher marking workload, provides a built-in scheme of work and enables teachers to have time to deliver targeted learning to students that need it in critical areas

·         Excellent reporting and data analysis – The eMathsMaster system gives teachers and administrators an excellent understanding of a student’s strengths and weaknesses through reporting tools.

·         Social interaction for students and teachers - With added class time for collaborative activities, social interaction in class is promoted amongst the students and the student and teacher.

 

Disadvantages of a flipped classroom

·         Non-universal accessibility - For one reason or another, not all students are capable of accessing online instruction at home which can set them back in the learning process and limit their progress. eMathsMaster is mobile optimised to give students the ability to access online as much as possible.

·         Additional time/effort – Traditionally, creating online lessons and coming up with engaging learning activities for an entire curriculum requires a significant amount of additional time and effort that may not be available for teachers. eMathsMaster’s programme has removed this by creating a flexible scheme of work and providing tools to allow teachers to quickly add material to supplement the curriculum (if required)

 

 

 

For further details on using eMathsMaster and arranging a demonstration contact and details on onboarding procedures contact This email address is being protected from spambots. You need JavaScript enabled to view it.

 

I am always happy to discuss any aspect of the programme as well.