Encarnación Moreno Zambudio began the project independently, after observing what was happening in classrooms since 2004, developing a proprietary methodology for teaching mathematics and creating the first educational materials on which ESQUEMÀTICA® would later be built.
Over the following years, the proposal grew and progressively reached new centers and students. This process led in 2024 to the establishment of ESQUEMÀTICA® as a limited company, with its registered office in Murcia, ushering in a new business phase and a structure aimed at continuing to expand the educational project.
A Methodology That Has Already Reached Over 50,000 Students
The origin of ESQUEMÀTICA® lies in a proprietary methodology for teaching mathematics, developed from direct experience in the educational field in small classrooms and with students with special educational needs.
From this, the company has created notebooks and various resources designed to facilitate the teaching-learning of mathematics and provide a work structure for both students and teachers.
The implementation of these materials has grown progressively, currently reaching 120 schools and institutes in various parts of Spain.
In total, over 50,000 students have worked with ESQUEMÀTICA® notebooks, a figure that reflects the evolution experienced by the project since its inception.
Work with educational centers is one of the company's main lines of activity with planEs and Ecampus. Direct interaction with teachers and management teams also ensures that resources are developed in constant contact with the real needs of the classrooms.
Online Training Grows by 40%
Alongside its presence in educational centers, ESQUEMÀTICA® has developed an online training platform for secondary and high school students.
The platform offers content through video lessons, downloadable materials, exercises, and solved exams, allowing students to work through all course content independently and always with the ESQUEMÀTICA® notebook.
Currently, online training has 450 students, representing a 40% growth compared to the previous academic year.
The company is leveraging this growth to also expand its catalog of subjects. This academic year, Physics and Chemistry have been added to the platform, and Syntax is planned for incorporation soon.
In this way, ESQUEMÀTICA® is progressively expanding a proposal that began specialized in Mathematics and now incorporates new areas of knowledge, maintaining the methodology and educational philosophy that have characterized the project since its beginnings.
ESQUEMÀTICA® Strengthens Its Presence at Educational Conferences
The company's evolution is also reflected in its participation in conferences and professional meetings in the education sector.
ESQUEMÀTICA® has already participated in the "Reinventing Education" Congress in Torrevieja, and in the coming months, it will maintain an active schedule of meetings with teachers, schools, and education professionals.
On October 24th, the company will be present at MIAC Educa Madrid. On November 12th and 13th, it will participate in Eduketing Alicante.
Subsequently, on January 16th, ESQUEMÀTICA® will participate in the Education Congress in Elche, and on February 27th, it will once again be present at MIAC Educa Alicante.
Participation in these events is part of the company's strategy to bring its proposal closer to the education sector, present its materials and methodology, and establish direct contact with teachers, management teams, and other education professionals.
A New Business Era
The establishment of ESQUEMÀTICA® as a limited company in 2024 marks a turning point in the trajectory of the project initiated by Encarnación Moreno Zambudio ten years earlier.
Current data reflect the evolution of that project: 120 schools and institutes work with its resources, over 50,000 students have used its notebooks, and 450 students are currently part of its online training, which has grown by 40% in the last year.
Added to this data is the expansion of online training with new subjects and an increasing presence at educational conferences and meetings.
From Murcia, ESQUEMÀTICA® thus faces a new era focused on continuing to expand its implementation in educational centers throughout Spain, growing its online training, and developing new resources and subjects.
The project maintains as its starting point the idea with which Encarnación Moreno Zambudio began in 2012: to develop a unique way of working with Mathematics and to make structured educational resources accessible to students and teachers.
The evolution of recent years has transformed that personal initiative into an educational company with a growing presence in the sector and with the goal of continuing to expand its offering in the coming academic years.
The Challenge: Changing Results
The starting point for ESQUEMÀTICA® remains the same as what led its creator to initiate the project: the need to find new ways to approach the teaching-learning of Mathematics.
The results periodically reflected in international studies such as the PISA report highlight the persistent difficulties in the teaching-learning of mathematics and in the acquisition of certain competencies.
Faced with this reality, ESQUEMÀTICA® proposes its methodology as a tool to turn this situation around from the classroom, working not only on the content but also on how the student approaches it.
The proposal materializes in proprietary notebooks and resources that allow for the development of a structured way of working the subject, both by the student and the teacher.
Over 50,000 students have already worked with these materials, while the methodology is currently present in 120 schools and institutes across Spain.
Over the last twenty years, mathematics education has increasingly incorporated tablets, platforms, and digital books. From ESQUEMÀTICA®, Encarnación Moreno Zambudio's classroom experience led to questioning whether this transformation was truly improving learning.
Hence, a simple idea was born: “Let's continue teaching as it has always worked: writing, making outlines, avoiding chaos, teaching in order, solving problems, and fostering debate.”
ESQUEMÀTICA® notebooks thus advocate for a teaching-learning approach where the teacher is irreplaceable and technology is a tool, not the center of learning. A proposal where the student has the privilege of enjoying their teacher's attention, being able to ask questions, debate, make mistakes, and learn.
