Ten minutes a day. Every slip named and fixed the same day, a two-minute weekly card telling you what to ask, and a chart you can't argue with.
Every child picks a friend who talks them through the day.
Each one is a well-studied way children learn maths. Together, in one daily habit, they are what the apps and the worksheet centres leave out.
Placed where your child is fast and sure, often a little below their grade. Pass twice to move up a small step. Slip three times and it steps back.
Retrieval practice and mastery learning, the two best-evidenced techniques in learning science. Dunlosky et al. 2013; EEF Toolkit, about five months' extra progress a year.
Every wrong answer is matched to a known slip and named in one line: "took the smaller digit from the larger". Two more of the same follow, so it gets fixed today.
Most arithmetic errors are systematic, so they can be diagnosed and corrected. Brown and Burton 1978; Metcalfe 2017.
A word problem on the same numbers, a worked sum with a fault to find, and an estimate before computing. Untimed, read aloud on request.
Finding the fault and estimating first build the understanding fluency alone misses. Booth et al. 2013; Siegler and Booth 2004.
A two-minute card for you or the teacher: three questions to ask, what a good answer sounds like, one slip to watch for. One tap to record what you heard.
Explaining your own thinking deepens learning: 64 studies, g 0.55. Bisra et al. 2018; EEF Toolkit on parental engagement, three to four months.
The same ten minutes trains and measures. Every answer, every second, every slip goes on your dashboard the moment the sheet ends.
Ten minutes a day for thirty days. If the chart hasn't moved, we'll show you exactly what happened and fix the plan with you.
Twelve sheets is enough to see whether speed, accuracy and level are moving, and the app tells you which one isn't.Example child, eight weeks. The number counts from day one to week eight.
Most maths apps do one thing well and charge for it. These are the choices that make AiMA different.
AiMA drills what school teaches and reports against what school expects. Ten minutes of practice a day, not a new curriculum and not a replacement for the teacher.
Every step sits in the school year where your curriculum expects it: Canada (Ontario), Cambridge or England / Edexcel. A Year 5 child who needs level B gets level B, and you watch the distance close week by week.
Homework stays homework. When facts and methods are fluent, the lesson on fractions is about fractions, not counting on fingers. The thinking track uses the applied problems school marks reward.
Which step each child is on, which slips the class keeps making, and which thinking gaps to teach to tomorrow. No marking, and the parent sees the same record.
AiMA levels by the Ontario grade where the curriculum expects them; Cambridge Stage N and England Year N sit one column to the left. The starting check places a child by what they can do, whatever their year.
ParentsCreate a home, add your kids, and the starting check finds their real level. Your dashboard is plain and quiet: standing against the grade, today's sheet, the gaps, and the weekly card.
Create a home
TeachersCreate a class, add students, and see every child's level, slips and thinking gaps in one list. Parents link up with a code and see the same record you do. Free for founding schools, for good.
Set up a class
KidsPick a friend who talks you through the day. A path to climb, badges for sticking with it, never for logging in. Stuck? A hint, a peek at the card, or finish later.
Meet your friendTook the smaller digit from the larger in the ones column
Two more like it are waiting in PracticeRun it for a term with one class. We'll set it up with you, measure the term with you, and show you the before and after.
Every child's level, slips and thinking gaps in one list. No marking.
Three questions, what a good answer sounds like, one slip to watch.
"Why is Rafi stuck on subtraction?" Get a plain answer from their record.
They link with a code. One picture of the child, shared at home and school.
Sheets start where a child is fast and sure. A slip means another go, not a lower score.
Only until it's fluent. The chart shows the gap closing, week by week.
No marking. Ten minutes a day the children run themselves, plus a two-minute card.
No. Any browser, a phone or a shared tablet. Each child signs in with a first name and PIN, and the record follows the child, not the device.
What is new is all of it in one ten-minute routine, with every answer recorded against a named slip.
| In the app | Mechanism | Finding | Source |
|---|---|---|---|
| Daily timed sheet | Retrieval practice, fluency | Rated "high utility" across ages and subjects; meta-analysis of 272 effects, g about 0.6. | Dunlosky et al. 2013; Adesope et al. 2017; WWC practice guide 2021, rec. 6 |
| Short sheet every day | Distributed practice | The second "high utility" technique. Spacing roughly doubled maths retention at four weeks. | Dunlosky et al. 2013; Rohrer and Taylor 2006 |
| Start low, two passes up, three misses back | Mastery learning, teaching at the right level | About five months' extra progress a year, six in maths, more for lower attainers. Largest measured gains of any right-level model in 17,266 students. | EEF Toolkit; Banerjee et al. 2017, J-PAL |
| Four return items on every sheet | Spacing and interleaving | 54 classes randomised: 61% versus 38% on a delayed test, d 0.83. | Rohrer, Dedrick, Hartwig and Cheung 2019 |
| Each slip named | Learning from errors | Arithmetic errors are systematic bugs; corrective feedback that explains the reasoning is what makes them teach. | Brown and Burton 1978; Metcalfe 2017 |
| "Which one is wrong, and why" | Incorrect worked examples | Incorrect beside correct examples improved conceptual understanding more than either alone. | Booth, Lange, Koedinger and Newton 2013 |
| Teach it back | Self-explanation | 64 studies, g 0.55, holding after controlling for time on task. | Bisra et al. 2018; Rittle-Johnson et al. 2017 |
| Estimate first | Numerical magnitude | Number line estimation predicts maths achievement and is trainable. | Siegler and Booth 2004; Siegler and Ramani 2009 |
| Word problems from the step's numbers | Applied problem solving | Teach word problems systematically alongside fluency. | WWC practice guide 2021, rec. 5 |
| Weekly card | Parental engagement, self-explanation | Parental engagement adds three to four months' progress; explaining aloud deepens understanding (64 studies, g 0.55). | EEF Toolkit; Bisra et al. 2018 |
Nothing. AiMA is free for families and for schools while we grow, and free for founding schools, for good. If anything ever changes for anyone else, every school using it will hear well in advance, and no child's record is ever lost.
Counting to calculus: 131 small steps from kindergarten to the end of secondary school, each placed in the school year where your curriculum expects it (Canada / Ontario, Cambridge, or England / Edexcel). The starting check places your child at the first step they are not yet fluent in, whatever their grade.
No. It drills what school teaches and reports against what school expects. Think of it as the daily practice that lets the classroom time count.
Sheets are typed on an on-screen keypad that fills like paper, and every target time carries a typing allowance. From level G up, typing credit follows the length of the answer, so no pass is decided by typing speed.
Ten minutes a day, and the app says when the day is done. There is no feed, no video, no shop. Badges reward sticking with it, never logging in.
A first name, a PIN and the work. Parents are an email. Every answer stays on your dashboard, and a home can delete everything in one tap. A one-tap export is on the way.
Ten minutes. A few short timed parts at your child's grade. Then an honest answer: this level, this far from where the grade expects, this many days to close it.
Free for families. Free for founding schools, for good. We'll measure the term with you.