We're very grateful to Fran Watson from Cambridge Mathematics who helped us compile this guidance, and who joined us for our webinars (recordings will appear here in due course).
Are you hoping to set up a Maths Club at your school?
Here are some points to consider to help you get started:
Purpose
Show questions to consider
What’s the aim?
- Promoting enjoyment of mathematics?
- Fostering students' identity as mathematicians?
- Enriching students' mathematical experiences?
- Developing students' problem-solving skills?
- Preparing for competition(s)?
How will a Maths Club differ from students' experience of Maths lessons?
- More autonomy?
- More play?
- More depth than the timetable permits?
- More collaboration?
- Less structure?
Participation - Access and equity
Show questions to consider
- Would you like students to self-select?
Be aware that enrichment is disproportionately taken up by more advantaged pupils, however invitation-only entry could exclude pupils who would benefit.
- Would you like low attainers to feel welcome?
Low threshold high ceiling tasks let pupils of varied prior attainment engage at their own level.
- How might you remove practical barriers?
Consider timing (lunchtime vs after school), transport, cost, caring responsibilities...
- Do you need to consider gender dynamics?
The environment matters - a heavily competitive club may deter some students.
Content and pedagogy
Show questions to consider
- How will you prioritise rich problem solving?
Extended exploration of single problems promotes conjecturing and reasoning.
- How will you promote and support productive struggle?
Creating an environment in which being stuck ("I can't do this YET") and working collaboratively are valued.
- How will you use games effectively?
Encouraging students to play one pair against another will encourage them to articulate, discuss and improve their strategies.
- How will you promote effective collaboration?
By drawing attention to the importance of good listening skills and the value of responding to everybody's contribution.
- Do you intend to plan a coherent sequence of activities over the term(s)?
You might think about progression in mathematical thinking when choosing the activities.
Climate, motivation and anxiety
Show questions to consider
- How will you make the club emotionally safe?
By nurturing supportive relationships and ensuring everybody's progress is celebrated, you can help students to feel welcome and gain a sense of belonging.
- How will you support autonomy and promote a growth mindset?
Voluntary participation, resourcefulness and resilience are sustained when pupils have choice, experience success and feel supported by, and connected to, others.
- How might you draw on other teachers' experience?
Other colleagues in your setting are likely to be running clubs and may have useful advice to offer.
Practical considerations
Show questions to consider
- How will you publicise your Maths Club?
- How will you plan for retention, not just recruitment?
- How long will each session be? How often will they take place?
- Over what period of time will you offer a Maths Club?
- How will you decide how many students will be included?
- Who will help you run it? Can older students in your setting volunteer to help?
Families and community
Show questions to consider
How might you involve families?
- Parents/carers could be invited to join a session
- Children could be encouraged to take tasks home to share with family members
- You could plan a session or sessions specifically for parents/carers to promote maths talk at home
How could you link to wider opportunities?
- The Royal Institution runs a network of masterclasses
- Your local university may organise outreach activities
- Organisations such as UK Mathematics Trust and Kangaroo Maths offer competitions
Evaluation and planning for the future
Show questions to consider
What will success look like (be realistic!)?
- Enjoyment?
- Attendance and retention?
- Quality of mathematical talk?
- Attitude to maths?
How will you measure success?
- Short pre / post attitude surveys?
- Pupil voice?
- Samples of work?
- Attendance register?
Iterate – treat the first term as a pilot and adjust!