Bring the next step
to life.
Explore a carefully designed Proximal Math pilot for your learners, teachers or institution. Plan purposefully. Measure honestly. Improve together.
Different learners.
Different starting points.
A teaching pilot should fit the people, curriculum, language and setting—not demand that every learner follow the same route.
Number sense, operations, fractions and mathematical language.
Explore ↗SecondaryFoundational mathematics, algebra readiness and mathematical reasoning.
Explore ↗TertiaryNumeracy education, mathematical thinking and teacher preparation.
Explore ↗CommunityEveryday calculation, practical numeracy and lifelong learning.
Explore ↗A pilot with
a purpose.
A six-to-eight-week pilot could be explored as an initial planning model, with timing and evaluation shaped by each institution.
Baseline
Identify participants, obtain consent when appropriate and assess independent starting points.
Design
Agree curricular priorities, teaching materials, suitable assessments and staff preparation.
Implement
Deliver the instructional cycle and record learner explanations and engagement.
Evaluate
Compare independent performance before and after; document limitations and feasibility.
This is a planning example, not a fixed programme promise. Safeguarding, adaptation and evaluation design would be agreed before any pilot begins.
Who would you like
to help progress?
Tell us about your learners and the mathematics goals you would like to explore. This form can submit securely once the Cloudflare email service is configured; email-draft and copy options remain available now.
StudyUp Studio / Proximal Math enquiries are addressed to the confirmed Levere’s Legacy parent-project contact: levereslegacy@gmail.com. No message is sent without your action.
Questions worth asking.
Is Proximal Math a proven intervention?
Not yet. It is a proposed teaching strategy. Its effects should be assessed in clearly defined trials, not assumed.
Does it replace explicit mathematics teaching?
No. It uses explanation, correct models, practice and formative assessment while responding to the learner's current understanding.
Can the pilot use ordinary classroom materials?
Yes. Manipulatives, drawing, questions, group discussion and printed resources can all be used where suitable.
How do we evaluate outcomes?
Use documented baselines, comparable assessment measures, independent transfer tasks, engagement observations and appropriate limitations or comparison groups.