Update: four days in, it's going not too badly, although we clearly still have some fine-tuning to do. It seems that his teacher this year prefers that we plan and superintend his maths, to the extent of sending his workbook home for us to mark. That makes sense, but the extra responsibility (e.g. for planning what he can do remotely, not just finding appropriate stuff for right then when we can help him) is going to take some getting used to! He can use his textbook in class and we'll also keep an envelope of other work updated in his bag. Haven't pushed using a computer just yet; he seems to like the relative inconspicuousness of the textbook for just now (everyone else has a textbook too, and he knows what to do when the class is told "get our your maths textbook", he simply has his own). What he hasn't got the hang of yet is reading the chapter carefully before doing the questions, which has led on one occasion to his being stuck and on another to his making mistakes. OTOH, that does show he's on work where he does need to learn something!
He may not actually spend much time on maths at school, because they are going to try to arrange that his instrumental lessons are timetabled for maths time - pragmatically that makes sense, as it's less disruptive for him to be out at a time when he'd be doing something different from the rest of the class anyway.
I'm agreed to write something in the way of a plan for what he's going to learn this term. That's going to be fun, since one thing I know about predicting what he's going to learn is that it's not easy!
