Every year, lots of pupils across the UK enter UKMT competitions. While many are excited to take part, not all end up scoring how they or their teachers had hoped. In fact, some pupils who normally feel confident in maths end up surprised or even discouraged when their score falls below what they usually get in class.
This does not mean those pupils suddenly forgot everything. UKMT papers are different from regular school tests, and that difference can catch some students off guard. When we look closely at why some pupils underperform, it opens the door to better ways of thinking and learning, not just for competitions, but for learning maths in general.
Common Misunderstandings About the Test
One common cause of lower scores is that pupils often walk into a UKMT paper expecting it to feel like school. But it does not. These are not tests where you work through problems from a textbook or repeat something you have practised dozens of times.
• Pupils may expect clear steps, but many questions feel more like puzzles with missing pieces
• The wording can be unusual, which makes the real question harder to spot
• Some pupils get too focused on being “right” and feel pressure to solve every question perfectly
When that happens, they might rush through, freeze up partway, or doubt their first thoughts. We have seen plenty of strong thinkers get stuck simply because they were expecting the wrong kind of test.
Timing and Pacing Worries
Even if a pupil starts off strong, time pressure can shift everything. These competitions are short, usually just an hour, and have a lot of questions, especially for younger pupils who may not be used to pacing themselves over a timed problem set.
• Getting stuck on one question early can throw off the timing for the whole paper
• Some students speed up, trying to finish every question no matter what, which often leads to careless mistakes
• Others may move too slowly, spending too much time thinking deeply about each part and not reaching the end
It is tricky to judge how long to spend per question, especially since some feel deceptively simple at first and turn out to be time-consuming. Students hoping for a perfect score may try to do everything, and end up slipping on accuracy.
Reading Words vs Solving Problems
A less obvious challenge is how the questions are written. Many UKMT papers use strange phrasing, or couch a maths problem inside a story or unfamiliar format. This makes reading skills just as important as calculating skills.
• Some pupils struggle to turn a story-based question into something mathematical
• Others misread a small part, a number, a condition, or a unit, and make an error that throws off everything else
• Even when the maths is simple, the wording can hide the point
So while a pupil might know how to do the maths, they miss the clue tucked in the sentence. That is not a reflection of their skill, just a sign that the question needed different reading strategies.
The Role of Confidence and Mindset
UKMT problems are designed to be tough. Not all pupils know that going in. For some, the moment they get stuck, a small voice in their head starts asking, “Am I not good at this after all?” That doubt shakes their confidence.
• Some pupils stop trying new approaches because they are afraid of getting it wrong
• Others believe being “good at maths” means finding the right method straight away, and do not know what to do when that does not happen
• It is common to lose motivation if the first few questions do not go well
But what these tests really reward is trying, adjusting, and thinking in fresh ways. A rigid view of “smart” can make pupils feel like they have failed before they have really had a chance to solve anything.
What These Struggles Can Teach Us
When a pupil scores below their usual level, it does not mean they do not understand maths. It shows us something useful, exactly where their thinking habits or strategies can grow.
• Struggles with timing can mean it is time to practise short, timed sets
• Missing clues in questions can show where to slow down and read more closely
• Avoiding hard questions can tell us it is time to build resilience, not just knowledge
These are not failures. They are signs to notice. They help us support the real growth: learning how to manage mistakes, handle frustration, and experiment when things are not obvious.
Learning More Than Just Scores
Tests like these measure something different. They are not about how fast you can solve a known problem. They are about how you think when something is not familiar, how you look at patterns, how you react when you are unsure, and how long you stay curious.
• Pupils who take time to reflect on how they think often grow faster than those chasing top marks
• Building the habit of trying, reviewing, and learning from missed questions brings more long-term progress than any single score
This is where families and teachers play a big role. When we shift focus away from final marks and instead ask, “What did we learn here?” it changes the way pupils see both mistakes and success.
By February, many pupils are getting closer to spring-time competitions in school. It is the perfect time to gently adjust habits, build confidence, and remind them that even tricky tests are just another way to grow. UKMT competitions are not the end goal, they are just one fun, challenging stop along the way.
Preparing for UKMT competitions can be a unique challenge, but with the right support, students can learn to navigate tricky problems and unfamiliar question formats confidently. At Learnfluid, our expert tutors specialize in developing strategies for success by focusing on thoughtful reading and a resilient mindset. Let us help your child turn every test into an opportunity for growth and discovery. Reach out to see how we can support their journey in these exciting competitions and beyond.