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 the 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 3500 resources for over 600 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 their students. 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 to share these with thousands of teachers around the world.

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.

References:

Ashcraft, M. (2002) Math anxiety: Personal, educational, and cognitive consequences. Current Directions in Psychological Science. 11(5), 181-185.

Batton, M. (2010) The Effect of Cooperative Groups on Math Anxiety. Doctoral Dissertation

Boaler, J. (2016) The Elephant in the Classroom: Helping Children Learn and Love Maths. St Ives, Souvenir Press

Chinn, S. (2009) Mathematics Anxiety in Secondary Students in England. Dyslexia. 15 (1), 61-68.

Dotson, M, J. (2001) Cooperative Learning Structures Can Increase Student Achievement. Kagan Online Magazine.Available from: https://www.kaganonline.com/free_articles/research_and_rationale/increase_achievement.php [Accessed 13 April 2017].

Johnson, D. W. & Johnson R. T. (1999) Learning Together and Alone: Cooperative, Competitive, and Individualistic Learning (5th ed.), Boston, Allyn and Bacon.

Kagan, S. & Kagan, M. (2009) Cooperative Learning. San Clemente, Kagan Publishing.

Lavasani, M. G. & Khandan, F. (2011) The Effect of Cooperative Learning on Mathematics Anxiety and Help Seeking Behaviour. Procedia Social and Behavioral Sciences. (15), 271–276.

Yeager, D. S., & Dweck, C. S. (2012) ‘Mindsets that promote resilience: When students believe that personal characteristics can be developed.’ Educational Psychologist, 47(4), 302–314.