We’re not the only ones who favour a little-and-often approach to teaching maths. In fact, part of the inspiration for DoodleMaths was the “a day” series of books written by A.L. Griffiths in the 1970’s.
I credit this series of books (along with some excellent teachers) with helping to give me a solid grounding in maths when attending Cherry Orchard Junior School, Birmingham, the same decade. These books formed part of the school day: between registration and assembly, every day, we would collect our book and work through the next set of questions. Users of DoodleMaths will see the parallels, I’m sure.
Of course, technology has made a huge difference not just to how these questions are delivered, but also to how they are chosen. When a child selects 7/8/9/10-a-day on DoodleMaths, their set of questions are chosen according to the following criteria:
– to reinforce topics that have been recently learnt
– to reinforce topic areas that the individual needs further practice in
– to review prerequisites to up-coming new topics to be learnt
– to help identify other weak areas.
This means that no two children will ever receive the same set of questions, which makes sense, since no two children are the same.
As a footnote, if any reader knows where we could find a copy of 7 and 8 a day, we’d love to complete our collection!