ArteMatika Summer Course 2026

Traditional school settings group children in age groups and society has normalised it. Also, traditional school maths often consists of practising the same skill repeatedly.

At ArteMatika, we work on carefully designed maths problems that lend themselves to mixed groups and are multi-level: we call them 'low-floor' and 'high-ceiling' problems as there are multiple entry points and several extensions possible.

We begin the course with maths tasks designed to coach participants on skills for productive group work. The maths problems in the course are suitable for pairs, groups of three or four students depending on the level of complexity, interdependence and accountability required.

We expand maths skills 'side-ways', meaning that we enhance the investigation, problem solving and communication of maths ideas skills rather than teaching the school curriculum.

If your child follows the IB curriculum, the language used in MYP is Criterion B and Criterion C, referring to investigating patterns, generalising patterns, finding multiple representations of the pattern justifying why it works, the need for algebra in doing this, as well as communicating mathematical ideas with rigour whilst being accessible.

If your child follows the Cambridge iGCSE curriculum, the relevant skills are Algebraic Pattern Recognition, Proof and Justification, Formulating Generalisations — required for higher-tier algebraic investigations, a route advised for A-level Mathematics and Further Mathematics.

If your child follows the Portuguese curriculum, the 'Aprendizagens Essenciais' documentation refers to mathematical literacy, mathematical competences and learning profile which include Problem Solving, Mathematical Reasoning, Computational Thinking, Mathematical Communication, Multiple Representations and Mathematical Connections, as well as Self-Regulation, Critical Thinking, Perseverance, Collaboration, Creativity, Initiative and Autonomy, Self-Confidence.

The course is built on neuroscience evidence showing that the brain grows most when we struggle or make mistakes. We move away from prioritising 'rote memorisation' and 'speed' toward deep, visual thinking. When students engage in creative 'Mindset Mathematics', their brain synapses fire more effectively than during repetitive calculation.

True mindset shifts take time. A two-week duration allows students to move past initial 'math anxiety', performance pressure felt by 'gifted' students and fully immerse themselves in the Mindset Mathematics and the Creative Labs. Research into effective maths interventions shows that sustained engagement — rather than condensed 'cramming' — leads to higher retention and a fundamental change in how a student views their own potential.

We use the framework developed by Prof. Jo Boaler at Stanford University. This involves 'low-floor, high-ceiling' tasks that are accessible to everyone but can be taken to very advanced levels. By combining this with Maths Busking techniques, we ensure students see maths as a flexible, artistic, and multi-dimensional subject.

The course is directed by Dr Sara Santos, a mathematician with a PhD from the University of Manchester. As the founder of Maths Busking and a former BBC commentator on mathematics, Dr Santos brings over 25 years of experience in making complex mathematics engaging, visual, and fun for all ages.

Testimonials frequently highlight the transformation in confidence. Parents often note that children who previously 'hated' maths begin to see it as a creative tool. By working in a 'mistake-friendly' environment, students report feeling 'unlocked' and capable of tackling high-level challenges they once found intimidating.

If you can't imagine your child enjoying a maths course, rest assured: there will be no tests, no boring book work, no comparisons, or speed calculations.

Instead the maths activities are about unlearning unhelpful myths our society holds about maths, opening our minds, expanding our capacities, doing maths in a fun and collaborative way as young detectives investigating patterns, delivering presentations, drawing their thought process and learning how others see the same thing differently.

Families sought the course for multiple reasons. Some have children who love maths, others who required a fresh start in maths to get over previous experiences, others to ignite their child's interest in the subject.

A father told us he woke up his daughter in the morning by saying 'maths camp!' and that got her excited to get out of bed and get ready quickly.

Some children were concerned it would be boring — they changed their mind once they began.