Mathematics confidence for every learner

Happy and engaged learners in classroom.

Maths — No Problem! leaves no pupil behind with a consistent spiral curriculum, play-based approach that leans on real-world contexts and an emphasis on collaboration.

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What is the Maths — No Problem! Approach?

Maths — No Problem! is a high-quality programme for that offers all learners the opportunity to succeed through talk-rich, impactful lessons. Our responsive, mastery-based approach combines accessible resources, personalised learning and data-driven assessment tools to reduce attainment gaps and ensure meaningful progress for pupils of all abilities — making it the perfect programme for an inclusive classroom.

With accessible resources and impactful professional development, we empower teachers to deliver engaging and transformative lessons that build mathematics confidence for life.

Built on research

We have taken the very best of in education theories to provide research-based approaches ensure that our programme provides a comprehensive, effective framework for mathematics education, promoting deep understanding and long-term retention of mathematical concepts.

International best practice

We took a worldwide view in search for proven best practices and successful approaches. With its emphasis on problem-solving and visual representations, inspired by the Singapore Mathematics framework and global educational research, our approach offers a truly comprehensive, world-class mathematics education.

Inclusive design

We’ve paid meticulous attention to the design and layout of our materials with accessibility in mind, ensuring there are no barriers to learning. With dyslexia-friendly design, colour vision deficient considerations, cognitive load management, visual clarity and flexible digital resources, our programme is accessible for all learners.

The theorists we’ve learned from

Zoltan Dienes

Promoted manipulatives in maths, introduced Base 10 blocks for place value and learning through games.

Richard Skemp

Distinguished relational from instrumental understanding, and advocated teaching for deeper mathematical comprehension, not rote learning.

Lev Vygotsky

Introduced Zone of Proximal Development (ZPD), supported learning through social interaction where pupils are challenged with support from others.

Jean Piaget

Proposed four cognitive stages in learning and emphasized learning through world interaction and self-discovery.

Jerome Bruner

Suggested Discovery Learning, created Three Modes of Representation (CPA), coined the Spiral Curriculum for deep learning, and introduced Scaffolding.

Make every maths lesson a positive experience

Concrete-Pictorial-Abstract Approach encourages depth of understanding.

Hands-on, real-world contexts develop problem-solving skills.

The spiral curriculum regularly revisits learning in slow, calculated steps.

Teach confidently

High-quality teaching resources

With a consistent teaching approach and comprehensive lesson guidance, teachers can lead impactful maths lessons.

Strong professional development

Deliver exceptional maths lessons with expert-led professional development — we are here to help you succeed!

Supportive global community

Our school community is full of hundreds of schools who have been in your shoes and ready to support you.

Every child can succeed

A girl and boy working on their maths journals together.

We believe that every child can succeed in mathematics with the right approach.

Our mathematics lessons are taught with hands-on problem-solving, real world tasks and collaboration. Depth is prioritised over speed — by taking the time to reach the proper depth before moving on ensures that all learners can succeed in later stages.

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What does a Maths — No Problem! lesson look like?

Explore task

Start the class with an engaging, real-world, problem-solving task where learners work in pairs or small groups with concrete materials. Expect a collaborative and talkative environment.

Structured discussion

A teacher-led discussion focused on collaboration, where pupils share their findings to the class and the teacher resolves any misconceptions that arise.

Practice

Learners work through guided and then independent practice. Designed with variation in mind, pupils develop a deeper understanding of the topic as they work through.

Journalling

A time for reflection. Pupils articulate their learning on paper in their own words, drawings or equations. The teacher can use journalling to assess whether learners have fully grasped the concept.

The whole approach is pedagogically sound which makes it completely compelling. I’ve not seen anything like this in education, ever.

Mark CottonHeadteacher, England

My kids in particular cheer every time I say we are doing maths. The questioning and the use of group oral language transfers from maths to the rest of our class work. It has made the oral language richer and enabled engagement in other areas because of the Maths — No Problem! techniques.

Belinda BridgeHead of Maths, New Zealand

[Maths — No Problem!] engages learners in meaningful and challenging ways and allows me, as a teacher, to know faster, more efficiently, and more accurately if each student understands.

Kirsti KoopmansClassroom Teacher, Waiuku

We believe that the mathematical opportunities for life that Maths — No Problem! has brought to our children are priceless.

Rosie RossMaths Lead, England

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MATHS FUNDAMENTAL CONCEPTS

Learning

Teaching

Assessing