How do you motivate students to catch up on learning losses in math, especially when those lessons take place after regular school hours? Sofiia Myshelova, a math teacher at Velykodimerskyi Lyceum in Kyiv region, uses a variety of approaches: Small Talk (a casual, friendly chat) at the start of each session, gamification, interactive drills… and a strong focus on teamwork.
Sofiia initiated extra math lessons at her school to help students close learning gaps across different topics. To do this, she completed tutoring training supported by Education Cannot Wait and received methodological support from Teach for Ukraine NGO to run learning recovery sessions.
Sofiia shared her experience and practical tips with Vchycia.Media.
“In math, it’s hard — or rather, illogical — move on to a new topic that builds on prior knowledge if that knowledge simply isn’t there,” says Sofiia Myshelova.
After years of distance learning, students have faced significant learning losses, so now, even within the same classroom, they often have very different levels of preparation.
“I have to prepare a range of differentiated tasks to meet the needs of every student in the classroom,” Sofiia explains.
“Some students already have a solid foundation — they’ll get bored repeating the same material. Others simply can’t move on to something new if they don’t have the basics.
There’s also the issue of motivation. Students who haven’t gained certain knowledge don’t have a history of success. It’s hard and frustrating for them when they can’t solve a task — and often, they just give up.”
To both raise students’ knowledge level and improve their emotional state, Sofiia Myshelova has introduced learning recovery sessions in her subject. She first launched a summer camp, and once the school year began, she continued offering sessions as extracurricular activities after lessons.
She currently works with 9th graders, although other students are welcome to join if they wish.
Which math topics matter most when it comes to addressing learning losses?
According to Sofiia, the most important topics are those that become “tools” for understanding all of mathematics — for example, operations with numbers, equations, and functions. One area of special focus is column multiplication.
“Knowing the multiplication table is fundamental — it speeds up problem-solving and strengthens overall comprehension of math. But unfortunately, many students don’t know it today, because it’s easier and faster to just grab a calculator,” she says.
“Most of these sessions happen after school. But by that time, both the students and I are already tired, and they often have clubs or other responsibilities. So finding the right time is the first and biggest challenge. Ideally, we can schedule it as an elective that’s part of their timetable,” Sofiia Myshelova recommends.
How to Organize Math Learning Recovery Sessions
First and foremost, it’s essential to find a time and format that works for both teachers and students.
“These sessions usually happen after school. But by then, both the kids and I are tired — and they often have clubs or other commitments. So finding a suitable time is the first and biggest challenge. Ideally, it works best when the session is scheduled as an elective included in the timetable,” says Sofiia Myshelova.
The format is just as important. Online sessions can be tricky, she notes, because it’s hard to see what the student is writing or how they’re thinking through a problem. In contrast, during in-person lessons, you can immediately correct a mistake or guide the student toward a solution.
And finally, both teachers and students need to want to be there. Without that, no format or time slot will be enough.
“This shouldn’t be done under any kind of pressure, because kids immediately sense it. Often, schools organize such extra lessons as electives. In those cases, teachers are compensated for their work, which naturally increases their motivation,” explains Sofiia Myshelova.
Equally important, she emphasizes, is the students’ own motivation. No matter how well-designed or engaging a lesson is, if the child doesn’t understand why it matters to them personally, good results are unlikely.
“It’s important to have a conversation with both students and parents about the child’s future goals — whether, for example, math is relevant to their chosen career path. When a student understands why they need it, they will find the time and opportunity to study, seek help from teachers, and ask for extra materials,” emphasizes Sofiia.
How to Make Extra Math Lessons Truly Engaging for Students?
First and foremost, these sessions must be tailored to students’ actual needs. What the lesson covers depends on who shows up. To avoid scrambling to change the plan mid-lesson, it’s a good idea to ask students at the start what topics they’d like to work on that day.
“I use a guidebook with ready-made lesson plans organized by topic and grade, created by Teach for Ukraine NGO. This tool is a big help because it offers sets of exercises — but every teacher can adapt them to the specific needs of their class,” says Sofiia.
Sessions usually last about an hour, but Sofiia adjusts the timing depending on students’ schedules. If someone has an after-school club or needs to catch a bus, they make accommodations.
Small Talk
She recommends starting lessons by building rapport — a bit of Small Talk, asking how students are doing or what’s new, to create a relaxed atmosphere.
“Sometimes I bring cookies or offer tea when we meet in my classroom. It makes the lesson feel more welcoming,” shares Sofiia.
Math in Real Life
Often, students struggle to see how what they learn in math class applies to real life. This can cause their motivation to wane. Indeed, some topics in the curriculum may never come up in everyday situations. But take, for example, problems involving calculating area or perimeter. These skills come in handy during home renovations, when you need to figure out how much wallpaper or flooring to buy for rooms of different shapes. It’s important to highlight this practical side during lessons, Sofiia emphasizes.
Practice Tools and Gamification
Of course, examples alone aren’t enough. That’s where various practice tools come in — from traditional workbooks and textbooks to online platforms like LearningApps, Wordwall, and Kahoot, as well as AI-powered exercise creation. ChatGPT, for instance, can generate 10 practice equations in seconds.
Platforms like Kahoot and Wordwall allow students to review theory in a game-like format. These might be simple, repetitive exercises that help build skills without becoming monotonous.
Playing while learning math is also made easy by the free platform MatsGO, created by Serhii Shcherbyna, a Teach for Ukraine graduate. It offers a variety of math exercises for all grades, all in a game format.
“These methods work especially well in small groups, where students have more chances to interact. It’s about practicing a skill while having some fun, because some students really find it tough to sit through 45 minutes or more just solving problems,” says Sofiia Myshelova.
Team Work
“For example, if one student has already solved a problem and another hasn’t, I ask the first to explain it to the second. Or they can work together in groups. This not only reinforces the material but also helps develop communication skills,” the teacher continues.
She points out the importance of engaging the entire class. Traditional work at the board — where one student solves a problem while others just copy — isn’t always effective, especially when lessons happen after a full day of classes.
Spaced Repetition
To ensure that topics aren’t forgotten, it’s important to revisit them regularly. The teacher notes that often in the school curriculum, a topic is covered and then forgotten until the end of the year. Regular mini-tests or short exercises to review key topics help strengthen knowledge and make it easier for students to apply what they’ve learned.
“My lesson structure is quite flexible. I don’t always stick to a strict format like ‘introduction – activation – main part – check,’ but rather adjust to how many students attend and their needs. We always finish with a reflection — what went well and what still needs work. The key is adapting to the students’ levels and needs. Some are comfortable working with just a textbook, others need interactive tasks or team activities. It’s worth trying different approaches to find the most effective method for each group,” summarizes Sofiia Myshelova.
Article by Iryna Troyan, journalist at Vchyysia.Media
This project is implemented by Teach for Ukraine NGO as part of the MYRPUA program, supported by the Ministry of Education and Science of Ukraine and funded by Education Cannot Wait (ECW).
