Our Vision
Our vision is to provide a tool that supports teachers in the provision of maths learning and assessment both in the classroom and for pupils at home, removing technology and access barriers.
The Government’s statistics on the levels of achievement against its eleven digital and technical standards guidance shows that only 16% of schools believe they have reached these standards, showing that we have a long way to go, and that we will continue to need solutions that support our children that don’t rely on access to technology.
Meeting digital and technology standards in schools and colleges – Guidance – GOV.UK
Our Vision
Our vision is to provide a tool that supports teachers in the provision of maths learning and assessment both in the classroom and for pupils at home, removing technology and access barriers.
The Government’s statistics on the levels of achievement against its eleven digital and technical standards guidance shows that only 16% of schools believe they have reached these standards, showing that we have a long way to go, and that we will continue to need solutions that support our children that don’t rely on access to technology.
Meeting digital and technology standards in schools and colleges – Guidance – GOV.UK
Our Vision
Our vision is to provide a tool that supports teachers in the provision of maths learning and assessment both in the classroom and for pupils at home, removing technology and access barriers.
The Government’s statistics on the levels of achievement against its eleven digital and technical standards guidance shows that only 16% of schools believe they have reached these standards, showing that we have a long way to go, and that we will continue to need solutions that support our children that don’t rely on access to technology.
Meeting digital and technology standards in schools and colleges – Guidance – GOV.UK
Personalising Learning
Matthew Salter, MyMathsVoice Managing Director shares his inspiration and aspirations.
As a child I would wash the dishes with my stepfather, who was an accountant. We would play maths games, asking each other questions, and he would focus on those areas that were new to me or where I was struggling. It felt like a game, but was invaluable in developing my mental arithmetic skills, skills that have been essential throughout my working and personal life. I didn’t realise at the time how beneficial the personalised approach to my learning was.
When the idea of MyMathsVoice was raised I saw an opportunity to provide every child an experience similar to mine. To have questions that focused on a child’s learning needs, enabling them to focus on areas they were struggling with and help them learn and improve. For this to work the solution had to be accessible to all, which meant removing accessibility barriers such as access to computers or tablets in the classroom and at home, ensuring every child had the same opportunity.
Personalising Learning
Matthew Salter, MyMathsVoice Managing Director shares his inspiration and aspirations.
As a child I would wash the dishes with my stepfather, who was an accountant. We would play maths games, asking each other questions, and he would focus on those areas that were new to me or where I was struggling. It felt like a game, but was invaluable in developing my mental arithmetic skills, skills that have been essential throughout my working and personal life. I didn’t realise at the time how beneficial the personalised approach to my learning was.
When the idea of MyMathsVoice was raised I saw an opportunity to provide every child an experience similar to mine. To have questions that focused on a child’s learning needs, enabling them to focus on areas they were struggling with and help them learn and improve. For this to work the solution had to be accessible to all, which meant removing accessibility barriers such as access to computers or tablets in the classroom and at home, ensuring every child had the same opportunity.
Personalising Learning
Matthew Salter, MyMathsVoice Managing Director shares his inspiration and aspirations.
As a child I would wash the dishes with my stepfather, who was an accountant. We would play maths games, asking each other questions, and he would focus on those areas that were new to me or where I was struggling. It felt like a game, but was invaluable in developing my mental arithmetic skills, skills that have been essential throughout my working and personal life. I didn’t realise at the time how beneficial the personalised approach to my learning was.
When the idea of MyMathsVoice was raised I saw an opportunity to provide every child an experience similar to mine. To have questions that focused on a child’s learning needs, enabling them to focus on areas they were struggling with and help them learn and improve. For this to work the solution had to be accessible to all, which meant removing accessibility barriers such as access to computers or tablets in the classroom and at home, ensuring every child had the same opportunity.
In Search of More Time Together
Oli Nash shares the spark that started the MyMathsVoice product journey.
My partner is a primary school teacher, and I am a technologist. I would sit at home in the evenings and see the volume of work she had to do, the time it took and how it took away from being able to focus on the needs of individuals in her class. I felt there must be a way in which technology could reduce the administrative burden allowing more time to focus on the child rather than the process.
I spent my evenings prototyping solutions using Machine Learning & AI to explore ways of capturing answers from paper forms and then marking them. From this idea and experimentation MyMathsVoice was born.
In Search of More Time Together
Oli Nash shares the spark that started the MyMathsVoice product journey.
My partner is a primary school teacher, and I am a technologist. I would sit at home in the evenings and see the volume of work she had to do, the time it took and how it took away from being able to focus on the needs of individuals in her class. I felt there must be a way in which technology could reduce the administrative burden allowing more time to focus on the child rather than the process.
I spent my evenings prototyping solutions using Machine Learning & AI to explore ways of capturing answers from paper forms and then marking them. From this idea and experimentation MyMathsVoice was born.
In Search of More Time Together
Oli Nash shares the spark that started the MyMathsVoice product journey.
My partner is a primary school teacher, and I am a technologist. I would sit at home in the evenings and see the volume of work she had to do, the time it took and how it took away from being able to focus on the needs of individuals in her class. I felt there must be a way in which technology could reduce the administrative burden allowing more time to focus on the child rather than the process.
I spent my evenings prototyping solutions using Machine Learning & AI to explore ways of capturing answers from paper forms and then marking them. From this idea and experimentation MyMathsVoice was born.
