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MathsWatch

MathsWatch

4.9/5

MathsWatch

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Quality pedagogy awardTeacher recommended certification for 2024/09
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What is MathsWatch?

MathsWatch is a complete solution that supports teachers' delivery of the Maths curriculum while reducing their workload.

We provide teachers and their students with high-quality videos covering every Maths topic, combined with banks of interactive questions that can be used for classwork/homework/assessment/independent learning. Our innovative marking algorithms have revolutionised the way teachers can deliver quality Maths lessons to their students as we are the only platform worldwide able to give marks for working out and not merely for final answers. This revolutionary feature makes the MathsWatch experience much more realistic and beneficial to students than most traditional quiz setting platforms.

Furthermore, our popular modelled exam series offer the best possible preparation to students before their final GCSE exams. They can see their grade progression as they advance and clearly identify their strengths and areas of development. A truly immersive experience.

All this is offered to schools by MathsWatch at one of the most competitive price points currently on the market.

Educational Impact

reduce teacher workload
96%
improve attainment
88%
reduce attainment gap
80%
provide school data
78%
CompanyBusiness Name: MathsWatch Ltd
HQ Location: United Kingdom
Founded: 2007
Age Range8-10, 11-13, 14-16
FeaturesAdminister AssessmentsGive Student FeedbackStudent Performance AnalysisAward-winning Marking AlgorithmsReduce Teacher WorkloadImprove AttainmentReduce Attainment GapImprove Teaching EfficiencyExam PracticeEncourage Independent WorkingAdminister HomeworkAdminister ClassworkAdminister Intervention
LanguagesEnglish
AccessibilityModerate features
PoliciesTerms of ServicePrivacy PolicyGDPR
RequirementsInternet - Low BandwidthInternet - High Bandwidth
Set Up

Less than 1hr from us receiving your information.

TrainingDocumentationVideos
SupportEmailKnowledge BasePhone Support

We'll stop at nothing to support our schools and emails will often be answered until late in the evening and at weekends.

Home Learning

School must create the account.

TagsGCSEMathematicsKS3 National CurriculumHomeworkSelf-Made AssessmentsReady-Made AssessmentsModelled Exam SeriesExam-Style Marking

MathsWatch Pricing


Pricing Plans

Free TrialPaid Subscription

MathsWatch pricing starts from £100 / year

The Primary package comes at only £100 per year.

Our popular GCSE package is probably the most affordable on the market (like-for-like product) at only £375 per year.

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MathsWatch Reviews

4.9 out of 5

from 91 Verified Reviews

MathsWatch has collected 57 reviews in the past 6 months

User rating

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MathsWatch
Margaret McAvoy

Lead Practitioner for Maths

Used MathsWatch daily for 5 years+

Sep 2024

It does pretty much everything I need it to do to support the range of ages and abilities that I teach, and provides students with immediate feedback on questions. I also enjoy the analytics tools.

Reply from MathsWatch:Dear Margaret, thank you so much for taking the time to leave a review. Amazing to hear that you find everything you need in MathsWatch to supplement your teaching. We love your statement that "MathsWatch encourages students to check the videos and improve their understanding. This in turn improves their attainment."...Developing students' resilience and challenging them to figure out their mistakes has always been one of our aims. We believe this in turn encourages the student/teacher dialogue around maths questions, which ultimately leads to progress. Lovely that you find our analytical tools helpful too!
Margaret McAvoy found MathsWatch:
  • Significantly reduces teacher workload
    Mathswatch marks assignments. This is a significant reduction in workload with 5 full classes per fortnight.
  • Significantly reduces attainment gap
    It allows students to work at their own independent pace, so some students with different needs can apply themselves at a time and a a duration that matches their learning preferences.
  • Significantly provides school data
    I collect and compare class usage data, as well as outcomes.
  • Significantly improves attainment
    Mathswatch allows more than one attempt at a question and therefore encourages students to check the videos and improve their understanding. This in turn improves their attainment.
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Phil Smith

Assistant Faculty Leader for Mathematics

Used MathsWatch weekly for 3-4 years

Sep 2024

Phil Smith found MathsWatch:
  • Moderately reduces teacher workload
    The Mathematics department has implemented a period once a fortnight for students to undertake independent study. This has allowed us to train students to use MathsWatch so when preparing for examinations they can make use of the mathswatch system. The ease of use of the system has allowed us to reduce planning time.
  • Moderately reduces attainment gap
    We have had multiple students making use of Mathswatch for independent study making massive improvements over short periods of time. This has allowed a good number of students exceed their GCSE Target Grades.
  • Significantly provides school data
    We make use of the reports to help inform students and their parents of gaps in knowledge and areas of weakness. Every parents evening we are sharing reports printed straight from the system with parents and helping them to understand how students can use this for independent study.
  • Significantly improves attainment
    GCSE progress measures are steadily increasing within the school and we are confident use of the Mathswatch system has contributed to this.
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Prashant Sharma

Head of Maths

The Good Shepherd Trust, England

Used MathsWatch daily for 3-4 years

Sep 2024

Interactive, online, paper-less; instant feedback on identifying gaps in learning; hassle free assignments; excellent resource for preparing quick cover lesson; has a range of exam questions.

Prashant Sharma found MathsWatch:
  • Significantly reduces teacher workload
    it is interactive and readily available rather than planning and printing worksheets
  • Significantly reduces attainment gap
    our School's attainment has gone up by almost a grade across past year
  • Significantly provides school data
    Has helped to identify questions/topics students find difficult and follow it up in intervention sessions
  • Significantly improves attainment
    We see an improvement in grades achieved by student across various mock exams
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Viktoria Molnar-Smith

Maths Curriculum Lead

Ousedale, England

Used MathsWatch weekly for 5 years+

Sep 2024

Content and customer service

Viktoria Molnar-Smith found MathsWatch:
  • Moderately reduces teacher workload
    Self marking homework tasks/examination practice
  • Slightly reduces attainment gap
    Students/teacher can select correct level of work
  • Slightly provides school data
    assessment/examination results
  • Moderately improves attainment
    allows to focus to achieve targets
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Ryan

Maths Teacher

Used MathsWatch weekly for 5 years+

Sep 2024

Ryan found MathsWatch:
  • Significantly reduces teacher workload
    Reduced time marking homework
  • Significantly reduces attainment gap
    Those students that ensure they complete homework
  • Does not provide school data
  • Significantly improves attainment
    When students complete work
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Ady Moghul

Lead Practitioner

Used MathsWatch daily for 5 years+

Sep 2024

Mathswatch is a very simple and highly effective resource for students and teachers to use, whether that is for revision purposes or as a teaching tool for in-class activities prepared by the classroom teacher. The videos are perfect, and moreover the maths pedagogy are in line with current teaching styles and methodologies. The assistance received from the support network at MathsWatch is second to none, always helpful and patient and eventually resolving any potential issues. Special mention to Hamid who has always gone above and beyond for us here at Phoenix! Thank you!

Ady Moghul found MathsWatch:
  • Significantly reduces teacher workload
    Setting homework that is automatically marked.
  • Significantly reduces attainment gap
    Lower ability students able to access videos in lesson to catch up on any content missed
  • Moderately provides school data
    Producing reports for every class and teacher to show the progress of results
  • Significantly improves attainment
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Tia

Head of Maths

Used MathsWatch weekly for 3-4 years

Sep 2024

Reply from MathsWatch:Dear Tia, thank you so much for taking the time to leave a review. Teachers' workload is indeed drastically reduced thanks to the platform. Great that you are taking advantage of this.
Tia found MathsWatch:
  • Significantly reduces teacher workload
    Reduced marking, analysis and oversight of prep; reduced preparation of time of prep
  • Moderately reduces attainment gap
  • Significantly provides school data
  • Moderately improves attainment
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Steffi Hesketh-Spells

Maths teacher

Used MathsWatch daily for 3-4 years

Sep 2024

So easy to use, students find platform easy to use. Cuts workload of marking.

Reply from MathsWatch:Dear Steffi, thank you so much for taking the time to leave a review. The ability to set assignments to whole classes but also to individuals (intervention) is indeed greatly appreciated by teachers. Questions can be carefully selected to match the students' need and ability, hence allowing them to progress at a pace that suits them. Amazing that your students are also taking responsibilty of their own learning journey by developing their independence and using the platform to work on topics that they decide. Great work!
Steffi Hesketh-Spells found MathsWatch:
  • Significantly reduces teacher workload
    Can not only mark homework for you but you can use this to quickly assess students understating throughout lessons
  • Moderately reduces attainment gap
    Students can be set work individually that have missed lessons or struggle to attend lessons due to medical or mental health issues. Students can also be set interventions based off areas they need to work on.
  • Significantly provides school data
    Mathswatch gives us data for students homework completed- but also scores from assessments. We often use the ‘hours spent’ data to run competitions between classes.
  • Moderately improves attainment
    Students are not only able to complete set work but work on mathswatch independently through all the topics on gcse.
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Gemma

Third in Maths

Outwood Grange Academies Trust, England

Used MathsWatch weekly for 1-2 years

Sep 2024

I like that is adaptable and has suitable videos and also the option of the 1 minute video and worksheets.

Reply from MathsWatch:Dear Gemma, thank you so much for taking the time to leave a review. Our 1-minute-maths videos are extremely helpful when it comes to quick revision and these have always been greatly appreciated by students.
Gemma found MathsWatch:
  • Significantly reduces teacher workload
    It is self marking and can be used when students are out of school for a variety of reasons
  • Slightly reduces attainment gap
  • Does not significantly provide school data
  • Slightly improves attainment
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Teghpal Bharj

Head of Maths

Dormers Wells High School, England

Used MathsWatch weekly for 5 years+

Sep 2024

It has helped make a big shift within our school. It has trained students to become more independent.

Reply from MathsWatch:Dear Teg, thank you so much for taking the time to leave a review. Allowing students to become more independent and take responsibility for their learning journey is indeed one of the great features of MathsWatch. Great that you noticed a big shift within your school. Amazing work!
Teghpal Bharj found MathsWatch:
  • Significantly reduces teacher workload
    Quicker to check HW
  • Significantly reduces attainment gap
  • Slightly provides school data
  • Significantly improves attainment
    Giving access to students to learn topics themselves.
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Iain Eglinton

Assistant Headteacher - Maths

Used MathsWatch daily for 5 years+

Sep 2024

Just all round provides exceptional value for money. Our students much prefer it to similar and far more expensive options and as such complete far more tasks. Students say that the videos are not irritating like a lot of them are on educational sites!

Reply from MathsWatch:Dear Iain, thank you so much for taking the time to leave a review. The quality of our carefully crafted videos is what makes MathsWatch stand apart. They offer students the support they need, when they need it. These are a great addition to students' classroom lessons and can be used in many different ways. You mention the ease with which feedback can be provided to students through the platform and this is indeed a nice little feature. Finally, it is lovely to see that you are making the most of the statistics provided by the platform on students' usage. Great work!
Iain Eglinton found MathsWatch:
  • Significantly reduces teacher workload
    Speed at which you are able to set work (which is always of a good quality) is excellent and the search facility does excatly what it says, without any fuss. Feedback is easy to both give and receive back.
  • Significantly reduces attainment gap
    Students are happier to complete work outside of lessons on the platform and we have a higher completion rate than when we used other similar (and more expensive!) ones. The ability to do it on mobile devices ensures that students can do it rather than having to have laptops or other devices. The questions are ideal to use in interventions and can mean that sessions can be supervised by non-specialists, particularly later in the year when students finish other courses before the exams start. The quality of the videos ensures that students have good support out of the classroom.
  • Moderately provides school data
    Reliable data on the amount of time that students are spending on work outside of the classroom. Being able to make detailed comparisons between student groups e.g. PP and non PP, Boys and Girls etc. by exporting the Mathswatch data
  • Significantly improves attainment
    Students who completed all tasks set on MW outperformed those that did not by on average a grade at GCSE
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Steven Wainwright

IT Manager

Hertswood Academy, England

Used MathsWatch monthly for 5 years+

Sep 2024

MathsWatch has proved a valuable part of our Maths programme and independent learning offering to students for many years now, and we have never needed to consider moving away from it. Our Maths faculty is able to rely heavily on the platform.

Reply from MathsWatch:Dear Steven, thank you so much for taking the time to leave a review. The platform does indeed help to develop students' independence and it is great to see that your students are making the most of it.
Steven Wainwright found MathsWatch:
  • Significantly reduces teacher workload
  • Moderately reduces attainment gap
  • Significantly provides school data
    Excellent reporting capabilities for student usage and attainment.
  • Significantly improves attainment
    Excellent platform for independent learning.
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Sophie

Maths teacher

Langley Park School for Boys, England

Used MathsWatch weekly for 5 years+

Sep 2024

Mathswatch is a fantastic resource that we have used in our school for around 10+ years. We recommend use of the website for practice and assessment revision to all KS3 and KS4 year groups. The website continues to be improved with new features added. It is particularly useful for the videos, assignment setting, data tracking and interactive questions that pupils can complete with immediate feedback. I have also always received quick and helpful customer service.

Reply from MathsWatch:Dear Sophie, thank you so much for taking the time to leave a review. Glad that over the wide period of time you have been with us, you've always found what you needed in MathsWatch. Your loyalty is very much appreciated.
Sophie found MathsWatch:
  • Significantly reduces teacher workload
    Pupils get immediate feedback to the questions they answer, therefore they do not rely on the teacher marking their work. Teachers can refer pupils to certain videos to watch and interactive questions to watch if they need extra help.
  • Slightly reduces attainment gap
  • Significantly provides school data
  • Significantly improves attainment
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Sarah Timbrell

Head of Mathematics

Archbishop McGrath, Wales

Used MathsWatch weekly for 5 years+

Sep 2024

To be honest I don't think I could teach without this wonderful resource. They even have WJEC Maths papers on there which helps us.

Reply from MathsWatch:Dear Sarah, thank you so much for taking the time to leave a review. Glad that you found in MathsWatch the perfect tool for your teaching.
Sarah Timbrell found MathsWatch:
  • Significantly reduces teacher workload
    Less Marking, instant feed back for pupils. Quick to set work
  • Significantly reduces attainment gap
    Pupils who use Mathswatch to revise do well in Maths has particularly helped our boys.
  • Significantly provides school data
    We use the sheets to see what topics have been completed well and which topics we may need to cover.
  • Significantly improves attainment
    Pupils who use Mathswatch tend to do better in class and assessments
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Rebecca

Head of Maths

Middlewich High School, United Kingdom of Great Britain and Northern Ireland

Used MathsWatch weekly for 5 years+

Sep 2024

I have looked at other platforms and no other platform provides the same resources as MathsWatch. It is also a more affordable option

Reply from MathsWatch:Dear Rebecca, thank you so much for taking the time to leave a review. We feel the same about the other platforms ;-) More seriously though, happy that you have decided to stick with us. Affordability is something we are very keen on here at MathsWatch and that's why our prices haven't changed for almost a decade now!!!
Rebecca found MathsWatch:
  • Significantly reduces teacher workload
    Automatically marking homework
  • Significantly reduces attainment gap
    videos support weaker students, intervention work can be set for individual students
  • Significantly provides school data
    homework completion, working at grades for year 11 completing past papers
  • Significantly improves attainment
    access to independent work on curriculum
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Glyn

Teacher of Mathematics

Wirral Grammar School for Boys, England

Used MathsWatch daily for 5 years+

Sep 2024

The platform is already very good and is being developed continually

Reply from MathsWatch:Dear Glyn, thank you so much for taking the time to leave a review. We do indeed continually improve the platform. A lot of the upgrades actually often come from ideas suggested by fellow teachers. We love feedback and suggestions!!!
Glyn found MathsWatch:
  • Significantly reduces teacher workload
    Less time marking - more time giving feedback
  • Moderately reduces attainment gap
    We use it to target students who have underperformed after module tests
  • Moderately provides school data
    We use it to celebrate success with Pupil of the Month awards
  • Moderately improves attainment
    Pupils who have underperformed in module tests take a series of booster lessons on MathsWatch and they then perform better in the End of Year exam
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S Rome

Maths Teacher

Used MathsWatch weekly for 5 years+

Sep 2024

Is very useful, but could be made more user friendly by adding pre made assignments or aligning assignments to popular SOWs

Reply from MathsWatch:Dear Simon, thank you so much for taking the time to leave a review. Happy to hear that the platform is helping alleviate some of your workload. Thank you also for your suggestion about adding some pre-made assignments, we will certainly look into it and see what we can do to support you further. As you know, you have access to several modelled exam series (main exam boards covered) already and also to KS2/KS3 modelled SATs papers, but we can certainly look into adding further pre-made end-of-topic assessments.
S Rome found MathsWatch:
  • Significantly reduces teacher workload
    Creating assignments and reusing them the following year simplifies the process significantly.
  • Slightly reduces attainment gap
    It depends how much you can convince pupils to engage with the platform, however a pupil regularly using mathswatch should expect to make significant progress.
  • Slightly provides school data
    Tracks homework completion and can track attainment on online shadow papers
  • Moderately improves attainment
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George Cunningham

Assistant Headteacher - Maths

Witchford Village College, England

Used MathsWatch weekly for 1-2 years

Sep 2024

It's quick and easy to use and the content is high quality.

Reply from MathsWatch:Dear George, thank you so much for taking the time to leave a review. Facilitating students' access to meaningful resources has always been one of our top priorities so we are glad that you are finding these helpful.
George Cunningham found MathsWatch:
  • Significantly reduces teacher workload
    It's a quick and effective form of cover work
  • Significantly reduces attainment gap
    It makes it easy for all students to revise
  • Moderately provides school data
    It can be used for assessments
  • Moderately improves attainment
    It ensures there is always meaningful learning opportunities at students fingertips
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Simon Critchley

Head of Maths

Balcarras School, England

Used MathsWatch daily for 5 years+

Sep 2024

Mathswatch is a remarkable tool that makes a phenomenal improvement to all student performance. The video explanations are clear and the follow up questions develop a depth of understanding. We use it for homework, intervention, assignments, past paper work and independent revision. Our comprehensive school has a maths P8 of +0.9 at GCSE, 50% grades 7+ and 85% grades 5+. Mathswatch plays a significant role is these excellent outcomes

Reply from MathsWatch:Dear Simon, thank you so much for taking the time to leave a review. Congratulations on your Department's achievements. This is obviously primarily due to the hard work of you and your staff but it is great to hear that MathsWatch plays a role in your success. Here's to another successful year.
Simon Critchley found MathsWatch:
  • Significantly reduces teacher workload
    Homework, intervention, cover work, independent revision
  • Significantly reduces attainment gap
    Every attainment grade makes superb progress with mathswatch
  • Significantly provides school data
  • Significantly improves attainment
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DBA

KS4 Maths Coordinator

The Stanway School, England

Used MathsWatch weekly for 5 years+

Sep 2024

Because it is a great tool for both students and teachers.

Reply from MathsWatch:Dear DBA, thank you so much for taking the time to leave a review. MathsWatch really has been developed with the idea that both teachers and students should equally benefit from it. Plenty of flexibility for teachers to design their own resources (from our bank of questions) but also enough room for students to develop their own independence and work on topics of their choice. It is indeed a great tool for both teachers and students!!!
DBA found MathsWatch:
  • Significantly reduces teacher workload
    I like using practice papers with my KS4 students as they are self marking and you can focus more on the questions that the students have got wrong. Additionally, using Maths Watch to set cover work helps as it makes the lesson more engaging and you can see the work of the students.
  • Significantly reduces attainment gap
    Independent practice - the students can use the clips to work through the topics they most struggle with.
  • Slightly provides school data
    We can see the grades for the practice papers, but we don't use the data officially. It informs planning.
  • Moderately improves attainment
    Students that use it regularly for either revising specific topics or practice papers have seen an improvement in their attainment.
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Lexie Wiseman

Professional Development Lead

Used MathsWatch daily for 5 years+

Sep 2024

provides self marking homework, good range of questions, assessments and also great for intervention

Reply from MathsWatch:Dear Lexie, thank you so much for taking the time to leave a review. The ability to set assignments to whole classes but also to individual students (or smaller group of individuals) goes a long way in ensuring students' work can be personalised to better suit their needs. Great to see this in action in your school.
Lexie Wiseman found MathsWatch:
  • Moderately reduces teacher workload
    self marking homework, monitoring of revision, intervention groups
  • Moderately reduces attainment gap
    you can set up intervention groups to target students
  • Significantly provides school data
    homework and revision engagement#
  • Significantly improves attainment
    study skills, and independant learning
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John Quarmby

Faculty leader for mathematics and computing

Chilwell School, England

Used MathsWatch monthly for 5 years+

Sep 2024

MathsWatch is an invaluable part of our assessment system and allows students to independently address problem topic areas.

Reply from MathsWatch:Dear John, thank you so much for taking the time to leave a review. Developing students' independence so they can take ownership of their learning journey is indeed part of what MathsWatch is about. Lovely to hear that your students are making positive progress thanks to the platform.
John Quarmby found MathsWatch:
  • Significantly reduces teacher workload
    Providing follow up material for assessments
  • Moderately reduces attainment gap
    Students that use the follow up work are able to address their learning gaps.
  • Does not provide school data
    None
  • Moderately improves attainment
    Students who use MathsWatch are able to make positive progress
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Yvonne Corbishley

Head of Department for Maths

Hailsham Community College, England

Used MathsWatch weekly for 5 years+

Sep 2024

Reply from MathsWatch:Dear Yvonne, thank you so much for taking the time to leave a review.
Yvonne Corbishley found MathsWatch:
  • Significantly reduces teacher workload
  • Moderately reduces attainment gap
  • Moderately provides school data
  • Moderately improves attainment
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Fahima Haque

2ic Mathematics

Enfield county school for girls, England

Used MathsWatch weekly for 5 years+

Sep 2024

The ease of use of Mathswatch is what makes it very convenient. The time it saves for teachers, the data it produces and the intervention that it can provide to students - whether this is directed or self planned, is fantastic. Mathswatch opens up many opportunities for teachers and students.

Reply from MathsWatch:Dear Fahima, thank you so much for taking the time to leave a review. You are truly giving life to the founders' vision of what MathsWatch should be about: Simple to use with the perfect combination between teachers' directed work and students' independent activity. A combination made in heaven!!!
Fahima Haque found MathsWatch:
  • Moderately reduces teacher workload
    Homework tasks are set by teachers but marked automatically by Mathswatch. This saves us a lot of time where we do not need to mark work physically and also allows the students to get feedback immediately. Data analysis (time spent on homework/revision) is also easily available and teachers do not need to spend extra time gathering this information.
  • Moderately reduces attainment gap
    When a student has gaps in knowledge - and this can be for a number of factors, including being away from school for a long period of time. teachers are able to set work on Mathswatch as a means of catch up. We are also able to keep a tab on what they are completing and what they require further assistance with. Many of our exam students also use Mathswatch to focus their revision and target topics that they are not as confident on.
  • Significantly provides school data
    Time spent on homework is a key statistic that is useful to schools and parents, Mathswatch does this brilliantly.
  • Moderately improves attainment
    Again, similar to above, students are able to use Mathswatch to identify gaps in knowledge . They are also able to use it brush on exam techniques, revise key topics etc making them more confident in answering questions during their GCSE's.
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Mrs A McLeonards

Head of Maths

Thornden, England

Used MathsWatch daily for 5 years+

Sep 2024

Easy to use & quick, many resources, personalised learning, excellent customer service.

Reply from MathsWatch:Dear Mrs McLeonards, thank you so much for taking the time to leave a review. We take pride in ensuring students are exposed to questions relevant to the Maths curriculum and to their final exam. This is why we have developed algorithms that allow us to replicate real exam questions of different types: Straightforward numerical questions, multiple choice questions, drawing questions, 'Show that...' questions, algebraic questions requiring evidence of working out, etc... This is what makes MathsWatch so effective.
Mrs A McLeonards found MathsWatch:
  • Significantly reduces teacher workload
    There are so many different resources and they are catergorised well that it allows teachers to search quickly & use it for lessons, home learning, revision. It also allows students to do their own personalised work.
  • Significantly reduces attainment gap
    There are different styles of questions that allows all students to access it.
  • Moderately provides school data
    We use the data to discuss with students and parents regarding their progress.
  • Significantly improves attainment
    Personalised learning for students, classes, year groups.
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Pedagogy

Certified Pedagogical Quality

Certified by Education Alliance Finland,

EAF Evaluation is an academically-backed approach to evaluating the pedagogical design of a product. EAF evaluators assess the product using criteria that covers the most essential pedagogical aspects in the learning experience.
Passive
Active
The demonstrations are of high quality and easy for students to comprehend. All the videos we have observed demonstrate this. Each activity requires students to understand the video in order to complete it, which encourages them to focus on the video and the tasks, which is beneficial. The tool provides the necessary information for students to grasp the concepts they need to progress in their education, which the teacher can readily share. Material covers the whole curriculum.
Rehearse
Construct
The tool is meant to be teacher-centered, focused on understanding how teachers perceive certain concepts through specific activities. The goals are clear, and the method of achieving those goals is well-designed and straightforward.This tool is easy for both teachers and students to use, as they understand what is expected of them. There can be individual assessments, so teacher can assure that everyone have sufficient amount of training. For student it is easy to see what has been learned.
Linear
Non-linear/Creative
The tool has a simple design, which is crucial as it is intended for teachers to guide. It provides teachers with useful details about each student and makes it effortless to compare students, which is a crucial aspect of teaching. Preparing lessons is uncomplicated, and teachers can closely monitor students to prevent them from falling behind. While some tools claim to decrease teachers' workload, this tool is straightforward to use and offers clear benefits from the first time it is used.
Individual
Collaborative
The individual student must convey their knowledge and areas for improvement to the teacher, enabling the teacher to effectively guide their learning. The tool comprehends the distinct needs of teachers and students, and its design is meticulously crafted to address those needs without requiring collaboration.

Learning goals

Certified by Education Alliance Finland

The supported learning goals are identified by mapping the product against the selected reference curriculum and soft skills definitions most relevant for the 21st century.

  • Simplify and manipulate algebraic expressions (including those involving surds {and algebraic fractions}) by factorising quadratic expressions of the form x2 + bx + c, including the difference of two squares; {factorising quadratic expressions of the form ax2 + bx + c}.
  • Practicing to plan and execute studies, make observations and measurements
  • {describe the changes and invariance achieved by combinations of rotations, reflections and translations}.
  • Interpret and use fractional {and negative} scale factors for enlargements.
  • Can solve problems by applying their mathematics to a variety of routine and nonroutine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.
  • Reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language.
  • Become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.
  • Deduce expressions to calculate the nth term of linear {and quadratic} sequences.
  • Recognise and use sequences of triangular, square and cube numbers, simple arithmetic progressions, Fibonacci type sequences, quadratic sequences, and simple geometric progressions (r n where n is an integer, and r is a positive rational number {or a surd}) {and other sequences}.
  • Solve linear inequalities in one {or two} variable{s}, {and quadratic inequalities in one variable}; represent the solution set on a number line, {using set notation and on a graph}.
  • Translate simple situations or procedures into algebraic expressions or formulae; derive an equation (or two simultaneous equations), solve the equation(s) and interpret the solution.
  • {find approximate solutions to equations numerically using iteration}.
  • Solve two simultaneous equations in two variables (linear/linear {or linear/quadratic}) algebraically; find approximate solutions using a graph.
  • Solve quadratic equations {including those that require rearrangement} algebraically by factorising, {by completing the square and by using the quadratic formula}; find approximate solutions using a graph.
  • {recognise and use the equation of a circle with centre at the origin; find the equation of a tangent to a circle at a given point}.
  • {calculate or estimate gradients of graphs and areas under graphs (including quadratic and other non-linear graphs), and interpret results in cases such as distance-time graphs, velocity-time graphs and graphs in financial contexts}.
  • Plot and interpret graphs (including reciprocal graphs {and exponential graphs}) and graphs of non-standard functions in real contexts, to find approximate solutions to problems such as simple kinematic problems involving distance, speed and acceleration.
  • {sketch translations and reflections of the graph of a given function}.
  • Recognise, sketch and interpret graphs of linear functions, quadratic functions, simple cubic functions, the reciprocal function y = 1/x with x ≠ 0 {the exponential function y = kx for positive values of k, and the trigonometric functions (with arguments in degrees)y = sin x, y = cos x and y = tan x for angles of any size.
  • Identify and interpret roots, intercepts and turning points of quadratic functions graphically; deduce roots algebraically {and turning points by completing the square}.
  • Use the form y mx c = + to identify parallel {and perpendicular} lines; find the equation of the line through two given points, or through one point with a given gradient.
  • Where appropriate, interpret simple expressions as functions with inputs and outputs; {interpret the reverse process as the ‘inverse function’; interpret the succession of two functions as a ‘composite function’}.
  • Know the difference between an equation and an identity; argue mathematically to show algebraic expressions are equivalent, and use algebra to support and construct arguments {and proofs}.
  • Simplify and manipulate algebraic expressions (including those involving surds {and algebraic fractions}) bysimplifying expressions involving sums, products and powers, including the laws of indices.
  • Practicing strategic thinking
  • Practicing to notice causal connections
  • Developing problem solving skills
  • Practicing to use imagination and to be innovative
  • Practicing to improvise
  • Practicing creative thinking
  • Creating requirements for creative thinking
  • Practicing to evaluate one's own learning
  • Practicing to take responsibility of one's own learning
  • Practicing to find ways of working that are best for oneself
  • Practicing persistent working
  • Learning to notice causal connections
  • Practising visual recognition
  • Practicing categorization and classification
  • Practicing fine motor skills
  • Using technology as a part of explorative process
  • Practicing logical reasoning, algorithms and programming through making
  • Understanding and practicing safe and responsible uses of technology
  • Using technological resources for finding and applying information
  • Using technology as a part of explorative and creative process
  • Understanding technological system operations through making
  • Using technology resources for problem solving
  • Building common knowledge of technological solutions and their meaning in everyday life
  • Practicing keyboard skills and touch typing
  • Practicing to find, evaluate and share information
  • Practicing to use information independently and interactively
  • Practising to understand visual concepts and shapes and observe their qualities
  • Understanding and interpreting of matrices and diagrams
  • Using technology as a part of explorative and creative process
  • Practicing logical reasoning to understand and interpret information in different forms
  • Realizing the connection between subjects learned in free time and their impact to skills needed at worklife
  • Connecting subjects learned at school to skills needed at working life
  • Practicing versatile ways of working
  • Practicing decision making
  • Learning to plan and organize work processes
  • Learning consumer knowledge and smart economics
  • Practicing time management
  • Encouraging positive attitude towards working life
  • Practicing to give, get and reflect feedback
  • Learning to understand the meaning of rules, contracts and trust
  • Practicing communication through different channels
  • Learning decision-making, influencing and accountability
  • Practicing to argument clearly own opinions and reasonings
  • Encouraging to build new information and visions
  • Practicing to notice links between subjects learned
  • Learning to combine information to find new innovations
  • Encouraging to build new information and visions
  • Learning to build information on top of previously learned
  • Practicing to notice causal connections
  • Encouraging the growth of positive self-image
  • Select appropriate concepts, methods and techniques to apply to unfamiliar and nonroutine problems; interpret their solution in the context of the given problem.
  • Model situations mathematically and express the results using a range of formal mathematical representations, reflecting on how their solutions may have been affected by any modelling assumptions.
  • Make and use connections between different parts of mathematics to solve problems.
  • Develop their use of formal mathematical knowledge to interpret and solve problems, including in financial contexts.
  • Develop their mathematical knowledge, in part through solving problems and evaluating the outcomes, including multi-step problems.
  • Assess the validity of an argument and the accuracy of a given way of presenting information.
  • Explore what can and cannot be inferred in statistical and probabilistic settings, and express their arguments formally.
  • Interpret when the structure of a numerical problem requires additive, multiplicative or proportional reasoning.
  • Reason deductively in geometry, number and algebra, including using geometrical constructions.
  • Make and test conjectures about the generalisations that underlie patterns and relationships; look for proofs or counter-examples; begin to use algebra to support and construct arguments {and proofs}.
  • Extend their ability to identify variables and express relations between variables algebraically and graphically.
  • Extend and formalise their knowledge of ratio and proportion, including trigonometric ratios, in working with measures and geometry, and in working with proportional relations algebraically and graphically.
  • Use mathematical language and properties precisely.
  • Move freely between different numerical, algebraic, graphical and diagrammatic representations, including of linear, quadratic, reciprocal, {exponential and trigonometric} functions.
  • Extend fluency with expressions and equations from key stage 3, to include quadratic equations, simultaneous equations and inequalities.
  • Consolidate their algebraic capability from key stage 3 and extend their understanding of algebraic simplification and manipulation to include quadratic expressions, {and expressions involving surds and algebraic fractions}.
  • Select and use appropriate calculation strategies to solve increasingly complex problems, including exact calculations involving multiples of π {and surds}, use of standard form and application and interpretation of limits of accuracy.
  • Consolidate their numerical and mathematical capability from key stage 3 and extend their understanding of the number system to include powers, roots {and fractional indices}.
  • Use and interpret scatter graphs of bivariate data; recognise correlation and know that it does not indicate causation; draw estimated lines of best fit; make predictions; interpolate and extrapolate apparent trends whilst knowing the dangers of so doing.
  • Apply statistics to describe a population.
  • Interpret, analyse and compare the distributions of data sets from univariate empirical distributions through appropriate measures of central tendency (including modal class) and spread {including quartiles and inter-quartile range}.
  • Interpret, analyse and compare the distributions of data sets from univariate empirical distributions through appropriate graphical representation involving discrete, continuous and grouped data, {including box plots}.
  • {construct and interpret diagrams for grouped discrete data and continuous data, i.e. histograms with equal and unequal class intervals and cumulative frequency graphs, and know their appropriate use}.
  • Interpret and construct tables and line graphs for time series data.
  • Infer properties of populations or distributions from a sample, whilst knowing the limitations of sampling
  • Set up, solve and interpret the answers in growth and decay problems, including compound interest {and work with general iterative processes}.
  • {interpret the gradient at a point on a curve as the instantaneous rate of change; apply the concepts of instantaneous and average rate of change (gradients of tangents and chords) in numerical, algebraic and graphical contexts}.
  • Interpret the gradient of a straight line graph as a rate of change; recognise and interpret graphs that illustrate direct and inverse proportion.
  • Understand that X is inversely proportional to Y is equivalent to X is proportional to 1 / Y ; {construct and} interpret equations that describe direct and inverse proportion.
  • Convert between related compound units (speed, rates of pay, prices, density, pressure) in numerical and algebraic contexts.
  • Compare lengths, areas and volumes using ratio notation and/or scale factors; make links to similarity (including trigonometric ratios).
  • {calculate and interpret conditional probabilities through representation using expected frequencies with two-way tables, tree diagrams and Venn diagrams}.
  • Calculate the probability of independent and dependent combined events, including using tree diagrams and other representations, and know the underlying assumptions.
  • Use a probability model to predict the outcomes of future experiments; understand that empirical unbiased samples tend towards theoretical probability distributions, with increasing sample size.
  • Apply the property that the probabilities of an exhaustive set of mutually exclusive events sum to one.
  • Apply and interpret limits of accuracy when rounding or truncating, {including upper and lower bounds}.
  • Identify and work with fractions in ratio problems.
  • {change recurring decimals into their corresponding fractions and vice versa}.
  • Calculate with numbers in standard form A 10n, where 1 ≤ A < 10 and n is an integer.
  • Calculate exactly with fractions, {surds} and multiples of π; {simplify surd expressions involving squares [for example 12 4 3 4 3 2 3 = ×= × = ×] and rationalise denominators}.
  • Calculate with roots, and with integer {and fractional} indices.
  • {estimate powers and roots of any given positive number}.
  • Apply systematic listing strategies, {including use of the product rule for counting}.
  • Apply addition and subtraction of vectors, multiplication of vectors by a scalar, and diagrammatic and column representations of vectors; {use vectors to construct geometric arguments and proofs}.
  • Describe translations as 2D vectors.
  • {know and apply Area = 1/2ab sinC to calculate the area, sides or angles of any triangle}.
  • {know and apply the sine rule, a / sinA = b / sinB = c / sinC, and cosine rule, a2 = b2 + c2 - 2bc cosA, to find unknown lengths and angles}.
  • Know the exact values of sin θ cos θ for 0 = 0, 30, 45, 60 and 90; know the exact value of tan θ for θ = 0, 30, 45 and 60.
  • Apply Pythagoras’ Theorem and trigonometric ratios to find angles and lengths in right-angled triangles {and, where possible, general triangles} in two {and three} dimensional figures.
  • Apply the concepts of congruence and similarity, including the relationships between lengths, {areas and volumes} in similar figures.
  • Calculate surface areas and volumes of spheres, pyramids, cones and composite solids.
  • Construct and interpret plans and elevations of 3D shapes.
  • Calculate arc lengths, angles and areas of sectors of circles.
  • Interpret and use bearings.
  • {apply and prove the standard circle theorems concerning angles, radii, tangents and chords, and use them to prove related results}.
  • Identify and apply circle definitions and properties, including: centre, radius, chord, diameter, circumference, tangent, arc, sector and segment.
  • Calculate surface areas and volumes of spheres, pyramids, cones and composite solids.
  • Learning to notice causal connections
  • Practising visual recognition
  • Calculate arc lengths, angles and areas of sectors of circles.
  • Practicing categorization and classification
  • Understanding and interpreting of matrices and diagrams
  • Can solve problems by applying their mathematics to a variety of routine and nonroutine problems with increasing sophistication, including breaking down problems into a series of simpler steps and persevering in seeking solutions.
  • Select appropriate concepts, methods and techniques to apply to unfamiliar and nonroutine problems; interpret their solution in the context of the given problem.
  • Make and use connections between different parts of mathematics to solve problems.
  • Model situations mathematically and express the results using a range of formal mathematical representations, reflecting on how their solutions may have been affected by any modelling assumptions.
  • Explore what can and cannot be inferred in statistical and probabilistic settings, and express their arguments formally.
  • Assess the validity of an argument and the accuracy of a given way of presenting information.
  • Practicing to notice causal connections
  • Calculate with roots, and with integer {and fractional} indices.
  • {estimate powers and roots of any given positive number}.
  • Apply systematic listing strategies, {including use of the product rule for counting}.
  • Become fluent in the fundamentals of mathematics, including through varied and frequent practice with increasingly complex problems over time, so that pupils develop conceptual understanding and the ability to recall and apply knowledge rapidly and accurately.
  • Reason mathematically by following a line of enquiry, conjecturing relationships and generalisations, and developing an argument, justification or proof using mathematical language.
  • Develop their mathematical knowledge, in part through solving problems and evaluating the outcomes, including multi-step problems.
  • Develop their use of formal mathematical knowledge to interpret and solve problems, including in financial contexts.
  • Reason deductively in geometry, number and algebra, including using geometrical constructions.
  • Make and test conjectures about the generalisations that underlie patterns and relationships; look for proofs or counter-examples; begin to use algebra to support and construct arguments {and proofs}.
  • Move freely between different numerical, algebraic, graphical and diagrammatic representations, including of linear, quadratic, reciprocal, {exponential and trigonometric} functions.
  • Use mathematical language and properties precisely.
  • Extend and formalise their knowledge of ratio and proportion, including trigonometric ratios, in working with measures and geometry, and in working with proportional relations algebraically and graphically.
  • Extend fluency with expressions and equations from key stage 3, to include quadratic equations, simultaneous equations and inequalities.
  • Consolidate their algebraic capability from key stage 3 and extend their understanding of algebraic simplification and manipulation to include quadratic expressions, {and expressions involving surds and algebraic fractions}.
  • Select and use appropriate calculation strategies to solve increasingly complex problems, including exact calculations involving multiples of π {and surds}, use of standard form and application and interpretation of limits of accuracy.
  • Encouraging to build new information and visions
  • Consolidate their numerical and mathematical capability from key stage 3 and extend their understanding of the number system to include powers, roots {and fractional indices}.
  • Calculate with numbers in standard form A 10n, where 1 ≤ A < 10 and n is an integer.
  • {change recurring decimals into their corresponding fractions and vice versa}.
  • Identify and work with fractions in ratio problems.
  • Apply and interpret limits of accuracy when rounding or truncating, {including upper and lower bounds}.
  • Calculate exactly with fractions, {surds} and multiples of π; {simplify surd expressions involving squares [for example 12 4 3 4 3 2 3 = ×= × = ×] and rationalise denominators}.
  • Learning to combine information to find new innovations
  • Encouraging to build new information and visions
  • Learning to build information on top of previously learned

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Last updated 22nd September 2024
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