How to study Maths

Most children do not know how to study for a maths test. The first mistake they make is to think they do not have to study for maths. If they do then go on to study for a maths test, they use the same study methods that they would use to study for social and natural sciences. These methods are mostly ineffective when studying maths. A large section of maths consists of formulas, properties and methods that can and should be memorised. Think of geometry properties of quadrilaterals, or the different methods used to factorise an expression or formulas to determine area, perimeter, volume, etc. Although you won’t necessarily get a maths problem that you have seen before, applying known methods, and using the correct formulas may just help you pass your maths test. We all know that practise makes perfect when it comes to maths, but what and how you practise are just as crucial to succeed in maths. A few tips on how to study effectively for a mathematics assessment: 1. Make study notes Go through the topic you will be assessed on and make notes of any facts or formulas that can be memorised. If there are methods to follow to solve specific problems, make notes of the steps to follow. Making notes in class while the teacher is explaining the concepts will help to refresh your memory when you have to study for an assessment at home. 2. Identify problem areas When making notes and going through class work, identify any concepts you struggle with and make a point of addressing these with a teacher or tutor. 3. Practise makes perfect is a perfect practice The proof of the pudding lies in perfect practice. What are you practising? Human nature will dictate that learners are more inclined to practise what they can already do. Your child may show you volumes of maths exercises that they have completed, but they may have only practised one concept or a topic that requires the same method to be applied when solving problems. It is crucial to practise concepts and topics that learners struggle with or problems that may require a combination of different methods to solve. Don’t practise until you get it right, practise until you get it wrong. This will encourage your child to tackle more difficult problems. Practise tests are a great way to prepare for an assessment as a combination of questions on different levels will be assessed. How are you practising? Definitely not by browsing through your book and looking at the problems! Pen in hand, on paper, try to encourage learners to practise problems on all levels of understanding, starting with basic problems. How often should you practise? In an ideal world, a little bit every day. This is not always possible, but the best is to revise at least once a week. Remember that quantity is less important than quality when it comes to maths practice. Exam time will be far less stressful if maths practice is done regularly. 4. Explain maths to your mom (or dad) If you are helping a younger child prepare for a maths assessment, ask them to explain one of the concepts to you. If, for example your child learns about changing improper fractions into mixed numbers, ask him or her to explain the method to you. Having to explain the concept will encourage them to think about what they are doing and will help to reinforce the concept and retain the information better. This will also highlight if the child is not confident with the topic. 5. Don’t be scared to get it wrong Maths learning happens when you get the answer wrong. But learning only happens if you can see where you went wrong. Your child should therefore not solve pages and pages of problems without it being checked. Remember that the final answer of a maths problem is only one little part for which you will only get 1 or 2 marks. The method used and steps taken to arrive at the answer are often far more valuable from a learning perspective.

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Woman writing math equations on a chalkboard, holding a notebook, with a thought bubble of the pi symbol.

Preparing for Maths Assessments

By Estelle Barnard • October 22, 2025

Mathematics rewards practice with purpose: spaced revision, plenty of self-testing, making notes, checking with feedback, and calm, consistent routines. Below you’ll find exactly how to do this at different stages of school. The Big Three for All Learners Space it out Short, regular sessions beat last-minute marathons. Plan 20–40 minute slots across the week and revisit topics before you forget them. This is known as the spacing effect (Cepeda et al., 2008). Retrieve, don’t just reread Close the book and try to solve or recall from memory. Use past questions, quick quizzes, and “write-from-memory” summaries. Retrieval practice strengthens long-term learning, especially when you check your answers (Roediger & Butler, 2011). Think about your thinking Teach learners to plan, monitor, and evaluate how they study. Simple questions like, “What will I practise today? How will I know I’ve improved?” turn revision from passive to purposeful (EEF, 2018). Primary School (Grades 4–7) Goals Build number sense and fluency (times tables, fractions, decimals). Understand why methods work, not just how to perform them. Study Rhythm Mon/Wed/Fri: 20 min mixed practice (across old and new topics). Tue/Thu: 20 min facts fluency (typically something like time tables or fractions) Weekend: 25–30 min “Teach-Back” session: learner explains one concept aloud (e.g. “How do we find a common denominator?”). High School (Grades 8–12) Goals Strengthen algebraic fluency, geometry, trigonometry, statistics, and calculus. Build exam stamina and the ability to select appropriate methods. Exam Preparation Plan Weeks –4 to –3: Cover all topics and create a spaced schedule. Weeks –3 to –2: Attempt past-paper sections; very important to check with detailed memos. Prepare an error log of frequent mistakes. Weeks –2 to –1: Interleave topics and focus more on challenging topics (e.g., trig, functions, geometry). Final Week: Short, focused recall sessions from your “error log.” The Value of Writing Your Own Notes and Step-by-Step Summaries One of the most effective yet overlooked study habits is summarising key procedures in your own words . Mathematics is full of repeatable processes: simplifying fractions, expanding algebraic expressions, finding derivatives using first principles, or completing the square in a quadratic equation. Writing out the steps helps learners form mental blueprints they can rely on in tests. Why this works Research shows that encoding information through writing and explaining strengthens understanding and recall (Dunlosky et al., 2013; MIT Teaching + Learning Lab, 2020). When learners create their own step-by-step summaries: They engage in sense-making, not just copying. They uncover misconceptions early. They connect formulas with reasoning (“why does this step come next?”). They create a quick reference guide for revision. Examples: Simplifying fractions: Find common factors → Divide numerator and denominator → Check if it can simplify further. Completing the square: Divide so that x squared stands on its own →Take the constant term to the right-hand side →Add half of the coefficient of x squared to both sides → Factorise the left-hand side to form a perfect square → Simplify and solve for x. Visualisation and Trigonometry Trigonometry can be tricky until you visualise how angles behave on the Cartesian plane . Remember: in trigonometry, angles are measured from the positive x-axis , moving anticlockwise for positive angles and clockwise for negative ones. (See the labelled diagram above, showing where each trigonometric ratio is positive or negative, including the reduction formulae.) Using StudyChamp Resources Effectively StudyChamp’s detailed memos and step-by-step worked examples make maths study easier: Compare your solution to the memo. Highlight key reasoning steps. Add the process to your “Maths Procedures Notebook”. By exam time, that notebook becomes your own personalised study guide: practical, and written in your own words. References Cepeda, N. J., et al. (2008). Spacing effects in learning: A temporal ridgeline of optimal retention. Psychological Science, 19(11). Dunlosky, J., et al. (2013). Improving Students’ Learning With Effective Learning Techniques. Psychological Science in the Public Interest. Education Endowment Foundation (EEF). Metacognition and Self-Regulated Learning Guidance Report. Roediger, H. L., & Butler, A. C. (2011). The critical role of retrieval practice in long-term retention. Trends in Cognitive Sciences, 15(1). MIT Teaching + Learning Lab. (2020). Note-Taking and Sense-Making Strategies. Massachusetts Institute of Technology.