Getting started with using technology to enhance pupil practice in maths

Learn how to use tech tools such as virtual simulations and manipulatives to support pupils’ independent practice in maths, with Mark Anderson.

While doing what we do, introducing topics to our students and pupils will set the stage and inspire young people about mathematical topics. From a student perspective, the real magic often happens during the points in the lesson where they get to grips with the application of the maths that they’re learning about.

In many classrooms, this phase of the lesson is where momentum can stall, as pupils transition from working with you to a place where they are wrestling with those abstract concepts independently.

The Education Endowment Foundation (EEF)’s guidance on using digital technology in schools identifies pupil practice as a high-impact area, provided the tools chosen are used to improve the quality and quantity of that practice. 1

In my experience, the most successful implementations of technology are those that give pupils agency. We want to move beyond digital versions of traditional worksheets and instead offer opportunities for pupils to test out their reasoning, apply different strategies and receive the kind of immediate feedback that makes ‘sense-making’ possible.

4 ways to use tech tools to support pupil practice in maths

By focusing on simulations, virtual manipulatives, adaptive learning and fluency, we can stop practice being simply a repetitive task and instead make it a cognitive exercise.

1. Inquiry and exploration through virtual simulations

Technology enables us move away from static problems. In a traditional setting, a pupil might be asked to solve a fixed equation but simulations allow them to explore the relationship between variables dynamically.

Tools such as PhET Interactive Simulations or the Desmos Activity Builder allow pupils to enter a mathematical “sandbox”. Here, the cost of failure is zero, which is essential for building mathematical confidence. Pupils can, for example, adjust a slider to see how a gradient changes in real time. Research published in Education Sciences suggests that these interactive simulations act as powerful cognitive scaffolds, allowing students to visualise complex relationships and reduce the time spent on manual, repetitive calculations. 2

To me,  the “What if/So what?” questions are the most powerful tools in a maths teacher’s arsenal. So by asking students to use a simulation to find the boundaries of a rule, we encourage them to think like mathematicians.

This investigative practice ensures that when using pen and paper methods, pupils have a mental model of the concept to support them.

2. Bridging the gap with virtual manipulatives

We often associate manipulatives with early primary education, yet the need to “see” the maths doesn’t disappear as pupils get older. Virtual manipulatives, such as those found on Polypad or Mathigon, provide a bridge between concrete physical objects and abstract symbolic notation that is vital for all ages. Here are some concrete examples of this.

The advantage of the digital manipulatives is the precision and the “cleanliness” of the model. Pupils can engage in activities without the physical clutter that can sometimes distract from the learning objective. An analysis into the effects of virtual manipulatives found that they have a consistently positive effect on student achievement, particularly when they provide immediate, interactive feedback that physical tools cannot offer. 3

One of the most effective ways to use these in practice is to link the concrete or visual with the symbolic or abstract. As the pupil moves a block or splits a fraction, the numbers change in tandem. This reinforces understanding.

3. Deliberate practice and the mastery of fluency

We cannot ignore the role of fluency in mathematics. For a pupil to tackle complex problem-solving, they need to be able to recall basic number facts, such as multiplication tables and number bonds. If their cognitive load is entirely consumed by basic arithmetic, they have no “bandwidth” left for solving the problem.

This is where gamified tools, such as Times Table Rock Stars or NumBots, can really help. These platforms use the principles of retrieval practice to ensure that pupils are regularly recalling information from long-term memory. The key to their success is not just the “fun” element but the tools have algorithms that ensure pupils are practising at the edge of their current abilities. Research into gamification highlights that when these tools are used for deliberate practice, they can significantly increase pupil engagement and the retention of foundational knowledge. 4

However, we must be careful to ensure that speed does not become the only metric of success. The best use of these tools is as a low-stakes, high-frequency “warm-up” that builds the confidence needed for the more challenging work that follows. It is about creating a culture where practice is seen as a necessary and rewarding part of the journey towards mastery.

4. Adaptive teaching and personalised learning

Adaptive learning platforms such as Sparx Maths, Century Tech, or HegartyMaths (now part of Sparx) tools allow for a level of differentiation that is unmanageable for a single teacher to do in a room of thirty pupils.

Adaptive technology works by constantly assessing a pupil’s performance and adjusting the difficulty and type of questions they face in real time. If a pupil is struggling with a specific concept, the AI might drop back a level to address a prerequisite skill or provide a short instructional video. This ensures that every pupil is working in their ‘Zone of Proximal Development’, so they aren’t bored by tasks that are too easy or overwhelmed by those that are too difficult. Studies on AI-powered adaptive platforms show that this personalised approach leads to higher levels of engagement and significant improvements in post-assessment scores. 5

From a leadership perspective, the real value here is the data. A teacher can look at their dashboard and see exactly where the misconceptions lie, allowing for targeted interventions. Rather than reteaching a whole topic to everyone, the teacher can pull a small group aside for targeted support while the rest of the class continues their personalised practice.

Summary

The transition to independent practice is a critical moment in any maths lesson. By using technology to provide simulations, virtual manipulatives, personalised learning and practice opportunities, we can ensure that pupil practice is effective. These tools allow us to move beyond passive learning and help pupils to understand mathematical concepts more deeply.

References

1. EEF (2019) ‘Using Digital Technology to Improve Learning: Guidance Report’. Available at: https://educationendowmentfoundation.org.uk/education-evidence/guidance-reports/digital-technology (Accessed: 13 February 2026)
2. MDPI (2022) ‘How Does Simulation Contribute to Prospective Mathematics Teachers’ Learning Experiences and Results?’ Available at: (https://www.mdpi.com/2227-7102/12/9/624 (Accessed: 13 February 2026)
3. Moyer-Packenham, P. S., & Westenskow, A. (2013), ‘Effects of Virtual Manipulatives on Student Achievement and Mathematics Learning.’ Available at: https://eric.ed.gov/?id=EJ1154970 (Accessed: 13 February 2026)
4. ResearchGate (2025) ‘The Role of Gamification in Enhancing Learning Outcomes in Mathematics’. Available at: https://www.researchgate.net/publication/396673961_The_Role_Of_Gamification_In_Enhancing_Learning_Outcomes_In_Mathematics (Accessed: 13 February 2026)
5. ResearchGate (2023) ‘Analyzing the Effectiveness of AI-Powered Adaptive Learning Platforms in Mathematics Education.’ Available at: https://www.researchgate.net/publication/373707707_Analyzing_the_Effectiveness_of_AI-Powered_Adaptive_Learning_Platforms_in_Mathematics_Education (Accessed: 13 February 2026)