About Go Teach Maths
Hi there! My name’s Tom and I started making resources for Go Teach Maths in 2017 while I was teaching in Essex. Being a classroom teacher is a high-pressure job without enough hours in the day. However, when I entered class with a range of well-made resources I knew I could relax with my students, focus on the learning, and maybe even have a bit of fun! I created this website because I wanted other teachers to have access to diverse activities for a comprehensive range of topics.
So far I have created over 7000 resources for over 650 topics, but the aim of the website is not to be a teaching ‘solution’, instead it is meant as a start. All the files on Go Teach Maths are editable and by providing such a wide range and mix of resources I hope teachers get a bit more valuable time to shape the learning for each individual student. As a teacher I also know the satisfaction of seeing students enjoy a classroom activity – however your students prefer to learn, I want Go Teach Maths to provide engaging opportunities for them.
Currently I work full-time making resources for Go Teach Maths and I am glad these are used by thousands of teachers around the world.
This website was created with the help of Sumar, Rahul, Daniel, Nicholas, Tristan, Jake & Tim.
Go Teach Maths’ Pedagogy
These resources are designed with both the student and teacher in mind and the primary concern of simplifying the process of knowledge transfer. This involves clear demonstrations of mathematical methods and then achievable and measurable goals for students. Go Teach Maths’ resources often involve immediately measurable results – either through collaborative learning or by answer-matching. This means students can monitor their own progress and teachers are allowed more time to provide targeted individual support within the classroom.
Unfortunately, mathematics still faces negative mindsets from students (and often parents!). Many of the activities here are physical, cooperative or competitive. These are often things not expected in a maths lesson and this allows students to avoid the negative associations they may have with the subject and focus on achievement instead.
Finally, skills and knowledge are solidified through practice and if this is provided through interesting, unique, and maybe even fun activities, the hope is students will be more likely to engage with the learning process.