By Dr. Tyler Thigpen, Dr. Caleb Collier, and Trey Lackey
“How do they learn math?”
That might be the most common question we get asked at The Forest School: An Acton Academy and The Forest School Online. In self-directed learning environments like ours, young people shoulder the responsibility of their education and build the skills they need so that they can learn anything, Including math.
But how does it work? And, does it work?
To more fully appreciate the answers to these questions, our Institute for Self-Directed Learning engaged with learners who are successfully mastering math to uncover the specific mindsets and strategies they used along their journey.
A variety of stakeholders are interested in understanding if and how young people develop math mastery in a learner-driven environment—including Guides (our term for educators), teachers, and parents who have their doubts, school leaders who worry about how this pedagogical approach impacts academic performance, and students themselves who may be skeptical they can “own” their math learning. Our study aimed to address all of those groups.
The headline?
Our study found that when young people cultivate a sense of relevance, resourcefulness, and persistence—and combine these mindsets with strategies like leveraging diverse resources, breaking down problems, and setting clear goals—they can effectively master math in a self-directed learning environment.
No Mystery Meat Here: The Straightforward Process Behind Our Math Study
Our study aimed to analyze the approach to math learning at The Forest School, identifying effective strategies used by learners who have demonstrated math mastery and uncovering areas where additional support could improve learning outcomes. To that end, we engaged with learners in grades 4-12 who had demonstrated math mastery either through a grade-level diagnostic assessment (IXL Real-Time Diagnostic) or by scoring 530+ on SAT Math or 22+ on ACT Math—benchmarks that exceed national averages for the Class of 2023. In total, we interviewed 24 learners, with 46% identifying as learners of color and 29% receiving scholarships.
Our data collection included one-on-one interviews, surveys, and analysis of e-learning platform data, with a particular focus on time spent learning and progress made. We used thematic analysis to interpret interview transcriptions, survey responses, and platform analytics. Through this process, we categorized findings into two key areas: mindsets (beliefs learners hold about themselves and their abilities) and strategies (concrete actions they take to master math).
While the study provides valuable insights, there are a few limitations to name. First, our participant selection focused on learners who are already achieving levels of math mastery, which means we did not capture the full range of experiences from those who struggle with math. Second, findings are specific to The Forest School’s unique self-directed learning model, which may not generalize to all educational settings. Finally, our reliance on qualitative data from interviews and surveys introduces a degree of subjectivity. Future research could expand the sample to include a broader range of learners and incorporate more quantitative measures to further validate these findings.
The Mindsets That Drive Math Success
We discovered that learners found math meaningful in different ways. Some saw it as directly relevant to their future goals, particularly those aspiring to college and careers in STEM fields. Others engaged with math because of its immediate connection to hobbies like coding, architecture, and robotics. Several learners also said that it was meaningful because they had a curiosity about the subject itself, or they thought it was a good way to challenge themselves and grow. For some, math was simply a necessity—an essential skill required to advance academically and prepare for advancing Studios (our term for classrooms) or standardized tests.
Many learners embraced challenge, prioritizing mastery over completion. They were less concerned with getting the right answer quickly, checking some box, or having a certain score and instead more focused on deeply understanding concepts. They valued the freedom to learn at their own pace and in their own way. Confidence also played a key role; learners expressed a belief in their ability to demonstrate their math knowledge, whether through teaching others or applying concepts in Quests (our term for project-based learning) and other real-world situations.
Community and resourcefulness were also central to success. The learners we interviewed saw themselves as part of a larger learning network, frequently turning to peers and Guides for help. Educators in these environments played the role of guides, coaches, and facilitators rather than traditional instructors, helping learners identify and utilize available resources. Technology, including AI tools, YouTube, and e-learning platforms, was widely used as an assistant in the learning process.
The Strategies That Make Math Learning Work
Learners who mastered math effectively leveraged a range of resources. Many took advantage of structured supports like optional Math Office Hours (i.e., Socratic tutoring) and Math Labs (i.e., optional group problem solving activities), using these spaces to get direct guidance from experts. They also made extensive use of e-learning platforms like Khan Academy, Zearn, and IXL—not as tasks to complete, but as tools for learning. Digital resources such as AI chatbots and online video tutorials provided additional explanations and step-by-step problem breakdowns. Peer collaboration was another powerful strategy, with study groups and one-on-one tutoring playing a key role in learning.
When tackling problems, successful learners employed structured approaches. Many started by thinking through problems mentally before writing them down on white boards, notebooks, or paper. They engaged in trial and error, sometimes intentionally getting problems wrong on e-learning platforms to trigger step-by-step walkthroughs. They also sought alternative explanations from different sources before moving on.
Taking action was another key strategy. These learners set goals, made concrete plans, and ensured they dedicated time to math practice each day. They understood that persistence was essential, and when they encountered roadblocks, they actively adapted their approach—whether by taking a break, seeking help, or experimenting with a different problem-solving method.
Learners’ Ideas for Strengthening Math Learning
We love feedback about how to make things better, and we asked for it. Learners had several suggestions for strengthening math learning in a self-directed environment. Many wanted more opportunities for real-world math applications, believing that applying concepts in practical settings would reinforce understanding. Some requested increased availability of math specialists for individualized support, while others expressed interest in expanding group learning opportunities, such as peer-led study sessions. Advanced learners sought more rigorous challenges, suggesting differentiated instruction or additional problem sets to push their abilities further.
We’ve got work to do to help these learners without taking over.
These findings and recommendations raise important questions for educators and school leaders. The recommendations have us wondering: How might we integrate more applied math opportunities into learning? What systems could be put in place to ensure learners have more access to specialized support? What’s enough vs. too much? How can we continue to structure collaborative learning environments that encourage heroes (our term for students) to teach and learn from one another? And what adjustments can we make to ensure advanced learners continue to be challenged while still fostering a supportive learning community?
More broadly, the findings of this study invite school leaders and educators who may have doubts about learner-centered math education to reconsider the potential of self-directed approaches. The success of these learners demonstrates that when given the right beliefs, tools, and support, students can take ownership of their math journey and achieve high levels of mastery.
Redefining What It Means to Learn Math
Mastering math in a self-directed learning environment is about more than just acquiring knowledge—it’s about developing both the mindsets and strategies necessary to take ownership of learning. When learners believe in their ability to succeed, find personal relevance in math, and understand how to use available resources effectively, they thrive.
Importantly, these skills and attitudes are learnable. While some learners may initially struggle with self-directed math learning, with the right guidance and support, they can develop the habits of persistence, curiosity, and problem-solving that lead to success. There is no single path to math mastery, but what unites successful learners is a sense of agency, a willingness to engage with challenges, and the ability to adapt strategies when needed.
Self-directed math learning doesn’t mean laboring in isolation. It means learning with purpose, persistence, and a strong network of support. When young people are empowered to own their math journey, they not only succeed—they develop the confidence and skills needed for lifelong learning and problem-solving.
Dr. Tyler Thigpen is the Co-founder & Head of The Forest Schools & Institute for Self-Directed Learning.
Dr. Caleb Collier is the Director of Institute for Self-Directed Learning and Head of Research.
Trey Lackey is the Apprentice Guide, Math Specialist at The Forest Schools.
The post Breaking the Math Mold: How Self-Directed Learners Are Becoming Math Masters appeared first on Getting Smart.
Exploring how self-directed learning fosters math mastery through relevance, resourcefulness, and persistence at The Forest School.
The post Breaking the Math Mold: How Self-Directed Learners Are Becoming Math Masters appeared first on Getting Smart. Learning Design, Personalized Learning, math, STEM Getting Smart
