The Complete Mathematics Conference is the UK's largest Maths Teacher conference, bringing together thousands of maths teachers each year, from primary, secondary, and FE to collaborate and learn from each other.
We are extending #MathsConf24, to not just all of the UK, but to the rest of the world too! At our last Virtual Conference, we had attendees from over 70 countries!
This new 'Virtual Conference' includes workshops delivered by expert maths teachers from all across the world, who have a voice, and want to share their love of maths (this could be you!).
To keep these virtual conference experiences as true as possible to our face to face conferences, throughout the day, we will have many different speakers running workshops at the same time, so you can pick the workshops that specifically relate to you. But fear not! The recordings of the entire conference will be available, for you to catch up on any you miss!
(Times are GMT+1)
What is there to consider when introducing ideas that are similar, such as letters like d b p q, perimeter and area, circle theorems, or trigonometric ratios?
This workshop will look at ideas from Engelmann and Carnine's Theory of Instruction about introducing coordinate members to a set and sub-cases such as higher-order classes (such as quadrilateral for rectangles and squares) and complementary members (such as on and off).
This workshop will also look at a construction of a hypothetical sequence for introducing trigonometry using these ideas.
Alex is a secondary maths teacher from Melbourne, Australia. He is in his seventh year working as a tutor for students with a diverse range of needs and third year as a registered teacher. He has spent the past five years creating notes, organising past exam questions, and sourcing resources for students and teachers for his website (www.vicmathsnotes.weebly.com).
During lockdown, Alex read and summarised Engelmann and Carnine's Theory of Instruction not only to help him understand it better but to make it easier for other teachers to dive into the tome.
There are some pupils at secondary school who have not yet made sense of numbers, or are able to number bond or have basic sense of the four operations. They need to be relieved from the demands of a conveyor belt system and be given a carefully tailored intervention.
This presentation will show some ideas on how to help such pupils. Finding their true starting point, building motivation from early success and the use of games. How to teach the idea of numberness, numerosity, numbers, digits and numerals. All in the context of the field axioms.
Use of concrete materials such as the rekenrek, two sided counters, cuisenaire rods etc. will be shown. Emphasising the use of mathematical language to map concrete and pictorial modalities to symbolism. And how firm number sense eventually leads to pupils’ understanding of place value, part-whole relationships (including fractions) and beyond.
Ultimately, being able to provide meaningful and impactful teaching to the lowest attaining pupils leads to true enlightenment of how mathematics works at the most fundamental level.
Atul is a full time online maths and Science tutor. He teaches students all around the world and has tutored for 14 years, 8 of them online. In recent years he has attended several days of CPD by La Salle and has come to appreciate and practice the principle of mastery teaching. He teaches early maths to A level. His passion is in helping low attaining students or those with Dyscalculia. He is also interested in education technology to aid and enhance teaching, particularly in a virtual environment.
It is no secret that I’m a little obsessed with the teaching of arithmetic with negative numbers.
In this workshop I will take you through some changes I’ve made in my teaching of negative numbers since attending conferences myself but also a vast amount of reading and research.
I’ve tried these approaches in class With students from year 7 to year 11 and I’ll talk to you about how the students find the approaches, which include using two-colour counters and pictorial representations, and I’ll then also show how I got students to build on these ideas to solve equations without teaching a ‘method’.
Charlotte has been teaching mathematics in secondary schools for 8 years and has recently taken on the role of second in faculty at a large state secondary school in Staffordshire. She is passionate about mathematics education and encouraging teachers to use manipulatives in the secondary classroom.
If we want our pupils to develop fluency, understanding and the ability to solve complex problems, then it is vital that teachers develop the ability to select, adapt and design appropriate mathematical tasks.
In this workshop we will explore the vital role of tasks in the mathematics classroom, encounter a variety of tasks and consider how we might design and adapt tasks to help our pupils learn.
Chris has been teaching for 15 years and is currently Principal Teacher of Maths at Holyrood Secondary in Glasgow. He previously worked for La Salle delivering CPD across Scotland. Chris shares tasks and blogs on his website: startingpointsmaths.com
The use of technology permeates the study of A-level Maths. We will look at exam questions from the AQA Summer 2019 papers and look at what AQA examiners expect students to be able to do with their scientific calculators.
We'll also think about how to incorporate effective calculator use into your teaching. (We won't be looking at effective use of a graphical calculator in this session, but much of what we will consider is relevant to all calculators.)
If you want to know "Can they use a calculator to do that?" come prepared to ask your question.
Dan Rogan is AQA's Chair of Examiners for AS and A-level Maths and Further Maths. He is a regular presenter at MathsConf, combining his 30 years' teaching experience and in depth knowledge of the new A-level specifications to give a perspective on how to make teaching at this level as stimulating and effective as possible. Dan is a strong advocate for the use of calculators in teaching and learning maths.
As teachers, we have all had those moments of ‘over assuming’ they are ready and prepared for a new topic. This session will look at strategies and ideas to help with checking prior knowledge and support getting nice smooth lessons when introducing something new. The pair will also update from their summer session on how they are supporting the 3,4,5 borderlines in year 11 now schools have reopened.
Mel is the "voice" being the JustMaths twitter which was formed in 2012 to support other schools and share the work Mel & Christian did in their day job on the journey with a school from National Challenge to "Most Improved School in England". Now on their third school (where Mel is an SLE) that needs to show rapid gains the journey continues.
Christian who will say he is the driving force behind JustMaths, has led 2 departments that needed to show rapid gains. Delivering exceptional results with the new GCSE (and the old one too!) the departments have received several accolades including TES Maths team of the year. His involvement at a whole school level also means that he has been instrumental in school improvement. Seager (Christian!) joined Mel at their third school together and the fun and joy continues.
Do you wonder what techniques such as 'Retrieval Practice', 'Spacing' and 'Interleaving' are? Do you know what they are, but wonder how you could apply them in the classroom? Do you want to see how others approach these strategies in the classroom?
Using examples from lower-attaining Key Stage 4 groups, the session aims to show how these techniques can boost enjoyment and interest in mathematics, and how they can elevate students' mathematical thinking.
Sam Blatherwick is Head of Maths at Ashby School in North West Leicestershire. He has been teaching maths for 11 years and has been Head of Maths for three years.
The conveyor belt model of education with age-related expectations that has been implemented in schools up and down the country for years isn’t meeting the needs of the students that we’re teaching. Some students are finding it too hard, being asked to factorise quadratics when they can barely divide in base 10. Others are finding it too easy, being asked to calculate the area of a triangle for what seems like the 70th time.
Teachers are having a hard time with students switching off because the work is either too easy or inaccessible, feeling helpless to teach them the right level of maths, hamstrung by a curriculum aimed at the middle.
Throughout the workshop, a re-run from #mathsconf22, we’ll look at how classroom teachers can use exercises to identify the right level of maths to teach using Increasingly Difficult Questions, how we can develop all students’ confidence in their abilities through assessment as middle leaders and how we can get students doing the right stuff from the moment they enter in Year 7 through improved curriculum planning.
Dave has taught in secondary schools in challenging circumstances in Leeds for the last twelve years, with the last ten in his current school. He has been a TLR holder for six years and is currently responsible for leading on schemes of learning and assessment.
Dave has been referred to as 'the master of fluency practice' for his work on the award-winning Increasingly Difficult Questions web site.
Following on from Jean's #MathsConf23 session where 5 key strategies to solving word problems were shared, this session looks at a completely different set of 5. Involving problem types, representations, statistics and much more.
Examples from KS1-3 will be used but the focus remains on the approaches suitable for all Key Stages.
Jean started teaching 24 years ago, and from their second year as Head of Maths followed a series of Maths careers; AST, Adviser & Lecturer. The last 2.5 years Jean has returned to the classroom part of the week and runs their own Mathematics consultancy for the remainder. jean is completely passionate about word problems, all of the ideas and many years of research have been tried and tested in the classroom. Jean is currently putting together the sum total for a practical book for teachers.
For many students, compound measures are reduced to formulae... and in the worst cases 'triangles'! As a result, students lose a great deal of understanding behind these measures, and find it hard to deal with unfamiliar contexts, unit changes and multi-step problems.
A few years ago, I began to teach these measures using proportional reasoning and ratio notation, and it revolutionised the way my students saw them, particularly speed. Join me to see how we can move students from blindly using a formula triangle to grasping the underlying proportional relationships.
Kathryn is a Teacher of Maths and Second in Department in Dewsbury, West Yorkshire. Passionate about teaching for understanding, she has a place as a Secondary Mastery Specialist with the NCETM. As an unashemed teaching and maths geek, Kathryn frequently leads #MathsCPDChat and various CPD sessions within school, for the maths department and more generally. When she is not teaching, she can often be found walking Albie the cockapoo, or in the kicthen baking brownies.
Maple Learn is a brand new dynamic online environment designed specifically for teaching and learning maths and solving maths problems, from secondary school to second year university. Now freely available as part of an ongoing public beta program, whether you're teaching remotely or in a classroom Maple Learn provides an engaging environment that you can start using immediately to help your students learn maths.
Join us for this session to see why Maple Learn is not just a sophisticated online graphing calculator, but an environment that focuses on the things teachers and students have told us that they want and need in a maths tool.
Nadia is a Technical Client Success Manager at Maplesoft. A chemical engineer by education, with a background in the aerospace and energy sectors, Nadia has spent most of her career helping people meet their project goals and make the most of the tools they’re using. Working with Maplesoft customers ranging from students and teachers, to researchers and engineers, Nadia’s days are always varied and never dull!
Every student at Sparx automatically receives personalised maths homework fit for their level - but how? This session will be an opportunity for teachers to chat to the Sparx Maths team about how our homework product works and give a little insight into how we keep each homework personalised and right for each student. The session will then be followed by a short demonstration of the Sparx Maths product.
Iain Ford joined Sparx 4 years ago and since then has been working in the product team at Sparx. Here, he has been focusing on the homework product and how Sparx can personalise homework to every student. Join us in the Sparx workshop to understand more about this topic.
Rachel Blakeney has worked at Sparx as a Business Development Executive for the last 2 years. Her role includes working with and welcoming new schools to the Sparx Family, as well as promoting Sparx Maths solutions to schools and partnering organisations nationally and internationally. Join Rachel in the Sparx workshop to chat about what Sparx solutions could work for you and your school.
Following on from the release of Autograph 5, Rob Smith and Doug Butler have been running online webinar courses to make Autograph resources available to maths teachers and students across the globe, at all levels of teaching. The online webinar course materials for Beginners and Intermediate users are already available, and we will be adding an Advanced user Webinar Course soon. Furthermore, the first release of Web Autograph will hopefully be available later in 2020.
Autograph is free to download. Autograph can be installed on your school computer, home computer, and across the school network. Thanks to the generosity of Complete Maths, you no longer need to pay for a licence.
This session is an A-Z of pedagogical content knowledge. Rob and Doug will run through various topics for which Autograph can be particularly effective. There is often mention that Autograph is only for secondary teachers, so Rob and Doug will begin by highlighting areas of the primary curriculum that can be taught using Autograph. How to teach Area, Bearings, Circles, and that's just the ABC
Robert J Smith has been teaching maths for nearly 10 years and is currently the Maths Community Lead for La Salle Education. Robert has been involved with the East Midlands Mathematics community since his Teacher Training days and has helped to lead and organise several CPD, Masterclass and engaging mathematics opportunities. These sessions have been for Teachers, Lecturers, Students (and their parents) and also those generally interested in Mathematics.
After a spell in industry, Douglas has taught secondary mathematics, co-authored Autograph and conducted 'TSM' workshops in the UK and abroad.
The Maths Masterclasses are an intense year-long programme of FREE online Maths tuition designed to stretch and challenge the very best young mathematicians.
The programme has been developed by the author Simon Singh, who will also discusss his other projects designed to encourage maths excellence in a wider range of students in schools.
Simon Singh completed a PhD in particle physics before becoming a TV producer and authoring “Fermat’s last Theorem”, the first maths book to become a No.1 bestseller in the UK. His other books include “The Code Book” and “The Simpsons and Their Mathematical Secrets”. He has also presented maths programmes on BBC radio and TV.
The subject content for A Level Mathematics reminds us that "the use of technology, in particular mathematical and statistical graphing tools and spreadsheets, must permeate the study of AS and A level mathematics".
This session looks at how we can use technology in our day to day lessons to enhance teaching and learning, not just for A level students but for KS3 and KS4 also.
The session will include several problems where the use of technology enables student exploration and investigation.
Colleen has been involved in education throughout her career, specialising in Mathematics and IT as a teacher in schools and also a trainer, so is used to teaching all ages.
She also has a great deal of examining experience and is a Member of the Chartered Institute of Educational Assessors.
Colleen enjoys collaborating with students and fellow educators and updates her blog for teachers on a regular basis.
She studied at Manchester University for her undergraduate degree in Mathematics and Management Science and also has a Masters Degree in Mathematical, Statistical and Computing Education from UCL’s Institute of Education.
How do we communicate mathematics to our pupils? What models and metaphors we can offer to make our mathematics become our pupils’ personalised awareness of mathematics. How do we make subtracting negatives relatable? How do we offer sense-making opportunities to conceptualise zero? Can manipulatives become crutches rather than tools for learning? These, plus more, are some of the key ideas we will explore in this workshop.
Gary has taught for 14 years in four different schools and was Head of Mathematics at St Andrew's Academy. Now, Gary is part of the La Salle Education team working as a Mathematics Educator, leading CPD in Scotland. Gary’s main interest is mastery learning, effective mathematics pedagogy with didactics, and particularly enjoys working with teachers on how to maximise the potential of pupils with low prior attainment.
What “real life” maths should we expect young people to be able to do and how can we assess it? Everyone agrees that problem solving and the application of maths to real life situations is important but is there agreement about what this looks like? Students studying Level 3 Mathematical Studies (Core Maths) often talk about how it is proper maths but do the assessments live up to expectation? What are the pitfalls with assessing real life problem solving in mathematics?
In this talk I will look at the recent history of real life problem solving in the English education system and show how AQA Is addressing the issues through our assessments in Functional Skills, GCSE Statistics and Level 3 Mathematical Studies (Core Maths). In doing so I hope to give you some ideas of what to look for and what to avoid when setting real life problems.
David is the Curriculum Manager for Maths at AQA and was the Qualifications Manager for Post-16 Maths during the initial stages A-level reform. Prior to working at AQA he was a teacher of mathematics for 10 years in Surrey and Hampshire. His background is in Operational Research and he spent the first part of his working life in industry.
It took me a long time to increase my own pedagogical content knowledge (PCK) and much of that learning happened in isolation.
In this workshop I present a medium to fast-track PCK and enrich department meetings with buzzing pedagogical discussion. We'll also briefly discuss the rationale for pedagogy prompts before working through a number of prompts together.
Dan Pearcy has worked as a teacher, a Head of Mathematics and a Senior Leader in various curricular around the world. He acts as a visiting presenter on the iPGCE Durham University teacher training programme, has created Geogebra applets for a well-known online IB textbook and he currently creates video content for IB Diploma courses at InThinking.
He recently published a new website (danpearcy.com), alongside a book called "Mathematical Beauty", which is aimed at teachers, post-16 students and anyone who wishes to develop their understanding of the wonderfully rich world of mathematics.
Lots of maths teachers have manipulatives in their department – for some people at the back of a cupboard that hasn’t been opened for a while – but using manipulatives within the CPA (concrete, pictorial, abstract) framework can enhance students’ learning in maths.
In this session we’ll look at some maths concepts (such as simultaneous equations) and some maths procedures (operations with fractions) and see how working with manipulatives such as Cuisenaire rods and pattern blocks can help students develop pictures to help them make sense of the abstract maths, build connections with other areas of maths, and explore generalisations.
You might work in one of the departments that doesn’t have any manipulatives yet… so we’ll also look at how you can use cheap or free materials such as paper or stones to develop your own manipulatives.
We’ll be using manipulatives in the session – so if you have some please bring them along, and if you don’t – please bring along some paper clips, or stones, or pasta (preferably not cooked). Previous participants have also used baked beans as a manipulative – but that got rather messy so isn’t recommended!
Livia has been working in education for about 15 years, and has experience in both primary and secondary. She took part in the Shanghai Exchange in 2018, and following that explored maths in other countries including a SAMI maths camp in Ghana, and also worked on a project in Laos. She currently teaches maths to a year 7 nurture group working at entry level as well as mainstream classes.
Supporting novice teachers in maths is a difficult skill. Not just developing those routines and classroom practices but in supporting curriculum knowledge and subject teaching knowledge (e.g what are the most common misconceptions that occur in a lesson on collecting like terms).
This session will look at developing the skills teachers needs to plan a sequence of learning, how to identify a good task and how to develop their own skills at task design. These strategies aim to support the journey from ITT, through NQT to RQT.
Head of Maths and SLE. Lucy leads the Teaching Schools South West Maths Network, blogs about teaching, creates and shares resources, and has a particular interest in supporting novice maths teachers.
I would experience dread when it came to teaching constructions. And, I'm not the only teacher who felt this way. But, there is a way to teach the topic in all its conceptual richness which is accessible to pupils across the ability spectrum.
In this session, I will suggest an outline of teaching the sub-components of the topic. We will look at areas of conceptual beauty! I'll explain how to use Geogebra in the classroom with minimal effort (and no technological difficulties)!
There will also be plenty of resources available after!
Naveen is the mathematics Curriculum Advisor to the United Learning MAT. She creates KS3 instructional materials used by over 35 schools, hundreds of teachers and experienced by thousands of pupils. The resources created use the underlying principles of Direct Instruction and Variation Theory.
A teacher cannot know the precise architecture of a child’s existing mathematical knowledge, meaning that, ultimately, children make sense of mathematics in their own way.
Vocabulary is a vital to mathematics. Since the learning of language is biologically primary, children are already skilled in making thousands of linguistical connections in their own way.
In this session we will explore how we can first expose, and then capitalise on these informal vocabulary strategies across all subject disciplines to enrich learning and improve its interconnectedness.
Expect music and pictures. Familiarity with Elbow’s “New York Morning” will be justly rewarded.
Chris is a Head of Maths at a large secondary in Oxfordshire.
He began teaching in 2006, on the very same day his first child was born. As his career hit its teenage years and encountered social media, he began questioning all that he thought were true about mathematics learning.
In a bid to prevent said career from staying in its room and only coming out for food and parcels, he is dipping his toe into the conference world to share what he thinks is important. Be kind.
This workshop explores the related concepts of equality and equivalence in the secondary curriculum. Led by a White Rose Maths Specialist, a key feature of the session will be how to use representations to maximise understanding of these ideas, and how questions and investigations can be used to emphasise key learning points
We start with the basic concepts of one-step equations and collecting like terms. Then we explore developing the idea of equivalence through expanding brackets, finding unknown coefficients and on to testing conjectures and the idea of formal proof. This will be contrasted with the development of different types of equations and methods of solution, recognising similar structures. Again the use of representations will be key in both aspects. Finally the workshop reflects upon how this learning journey prepares students for the transition into studying A Level Maths.
Having taught Mathematics for over 20 years it's now a privilege to work as a Lead Maths Specialist for White Rose Maths as I have the opportunity to 'talk maths' with colleagues from around the world.
Tim has taught mathematics for 15 years, from primary level to post-16. He spent 5 years teaching secondary mathematics in Asia before returning to the UK where he now works for White Rose Maths, is the Level 3 Lead for the West Yorkshire Maths Hub and teaches in schools 3 days a week. His favourite number is 37 because- have you seen its times-table?!
In order to help Post-16 students achieve a door-opening grade 4 at GCSE maths, Further Education teachers have a mountain to climb. They have 30 weeks to deliver a course which will bolster students’ GCSE orientated mathematical knowledge – but also have a moral duty to provide students with mathematical skills for life.
This workshop will examine the Post-16 students’ needs, and look at The Focused 15 scheme of work. How was it developed? Why is it needed? Can the premise be used to help Year 11 students too, especially in the current climate?
Workshop delegates will have the opportunity to discuss the “GCSE Resit Problem”, and hear about the findings from the Centres for Excellence in Maths DfE funded project which has been charged with the research and development of teaching and learning in maths in Further Education.
Emma works in an FE/HE College in Northern Lincolnshire where she teaches maths and leads C4ME - the Centre for Maths Excellence. Previously, she worked in an Inner London Secondary, was Head of Maths at an 11-16 school in Grimsby and coordinated GCSE and Functional Skills maths at a sixth form college. Emma focuses on Post-16 mathematics and research, delivering CPD across the country (and the world!).
Emma specialises in motivation; in ensuring that students have belief and confidence in their abilities. She infects her fellow teachers with that confidence, and shows her students that it's good to be a geek and that MATHS IS A SUPERPOWER!
Emma wants to spread the "Maths Love", and help everyone that she can - teachers and students alike.
Away from teaching, Emma has two growing (too fast) children, an "English specialist" husband and three dogs. She ADORES Doctor Who, science fiction, and really good coffee.
This exciting workshop is designed to show teachers how to inject excitement and energy into the maths classroom where children want to learn, enjoy learning and key maths objectives and skills are covered, developed and extended through hands, fun activities.
This workshop is aimed at year groups 3 - 6/7 and is for children working at the higher end in maths achievement.
NQT's, TA's and teachers working with BAME children will benefit from attending and all will leave the session with a range of activities and resources that can be used the very next day in the classroom.
Mr Numbervator is Isaac Anoom. Mr Numbervator is an innovative character designed to teach and put across the awe and wonder of maths in an engaging, hands on real way.
Mr Numbervator is a qualified and experienced KS1, 2 and 3 teacher who has written and presented maths programmes for the BBC and Teachers TV.
Mr Numbervator has been running his Maths Masterclasses for several boroughs for over 12 years where children come to his workshops to be challenged in maths, develop their maths thinking skills and enjoy learning maths. Teachers in attendance at the workshops / masterclasses get free CPD while observing Mr Numbervator working with their children.
Mr Numbervator runs Maths Inset, works with NQT's, TA's and parents and supports teachers in the classroom with planning, assessment, presentation and delivery of maths. Mr Numbervator is all about school improvement in maths and pupil achievement. Mr Numbervator runs Maths Masterclasses for BAME pupils, teachers and parents.
We will discuss and discover the difference between teaching creatively and teaching for creativity and how they both have their place in the Maths classroom. After this, we will look at examples of how both of these can be used in the Maths classroom and dispel the misconception that maths and creativity do not have an overlap.
I will give examples of how specific methods can support students with Autism both educationally and socially. The session will be linked to research which supports the methods and how they can be implemented effectively without increasing the workload of the teacher.
Jordan has been teaching for 5 years in a school with a high proportion of Special Educational Needs, which has supported their interest in this area. Jordan recently completed a Masters in Education where they did a module in Teaching for Creativity; He chose this module to discover new ways to get rid of the misconception that maths is not a creative subject. In June this year, Jordan completed his dissertation around how creative teaching this can support all students, but specifically those with Autism.
Ratio and proportion has recently taken on more importance in the GCSE curriculum; however there has always been a prevalence of problem solving arising from proportional situations within KS3 and KS4 maths.
In this workshop, we will look at the importance of multiplicative reasoning and the mathematical understanding that allows students to confidently approach problem solving across a range of topics. We will explore teaching strategies and resources, including some from the influential Don Steward who inspired my passion for multiplicative and proportional reasoning.
Nikki has been teaching secondary maths for 12 years in 3 different schools, including the positions of second in department and teaching and learning across the curriculum.
Join this workshop for an interactive, light-hearted tour of Zoe's all time favourite nuggets of mathematics. Take part in games and tricks that will both excite and surprise.
Content will range from number patterns to probability and can be used in the classroom (or the virtual classroom) to hook students and enthuse them to get excited about maths.
Zoe Griffiths is a mathematician who travels the UK and internationally giving talks and workshops in schools through Think Maths, the organisation founded by Matt Parker.
Zoe also regularly gives talks at Maths Inspiration events, and has talked about maths in places ranging from the Cheltenham Science Festival to comedy nights and BBC radio.
Before entering the world of maths communication, Zoe worked as a classroom maths teacher in secondary schools. It was whilst teaching that she first developed her love for maths communication. After teaching, Zoe took up a position at the Royal Institution (the home of Christmas Lectures) and then began her work as a maths communicator with Think Maths in 2017.
In time for resits or preparing for the next wave of GCSE Maths exams – GCSEPod offers functionality, tools and content for every exam board, tailored to your needs. Educational phase: Secondary & Higher
GCSEPod Operations Director
Nurturing an environment where learners actively look for, and engage in finding multiple strategies for solving meaningful empowers students to explore alternatives and develops confident, cognitive mathematical risk takers.
Teaching through problems worth solving is about inviting students to think about mathematics, to take risks, and to persevere. Collaboration is the key! Students need to be working together, sharing strategies, and learning from one another. As educators, our role is to inspire, facilitate, and regulate.
A problem worth solving is accessible to all students. It has multiple entry points, has a low floor, wide walls, and a high ceiling. These problems lend themselves to natural differentiation where all students are able to address the problem at their level and experience success. A problem worth solving allows the use of multiple strategies and varying facets of mathematics.
In this session, participants will: Co-construct criteria for the selection of meaningful problems, Engage in challenges to support the development of reasoning and communication, and Explore methods to assess mathematics for understanding.
As an advocate for all students, Jordan is committed to supporting colleagues in developing fair and equitable teaching and learning practices. He values and appreciates the shared responsibility in building safe and inclusive learning and working environments, characterized by collaboration and ongoing professionalism. As a coach, and mentor with colleagues at the school, regional and provincial levels, Jordan has been a lead learner in the areas of mathematics instruction, assessment practices, and curriculum development. Through these processes, Jordan has supported the professional growth of colleagues by engaging them in research-based practices to continuously support student achievement and well-being.
He has spent his career teaching in Ontario (Canada) with the York Region District School Board and he currently teaches in Thornhill, as a grade 6/7 Homeroom Teacher and Math Coach. Jordan holds specialist qualifications in Mathematics, Reading and Special Education, also work as Principal Designate and leads his school PLC’s. Jordan have written curriculum units and presented at board and system level conferences and workshops, and believe that playful mathematics is the engine that drives learning; a gateway towards uncovering a sense of wonder, belief and beauty.
After a decade of teaching mainly Year 11, 12 and 13, I joined a brand new school last year, and as a result I now teach nothing but Key Stage 3. A lot of teachers told me they could never make a move like this because they wouldn’t want to give up teaching GCSE and A level. But I am very glad I took the plunge! Even though I do yearn for a bit of calculus in my life, it has been an incredible opportunity for my development as a teacher. Once my school is at full size and I have some exam classes back on my timetable, I hope that I will be a better teacher because of this experience.
I am proud to say that maths is a really popular subject at my school. In this workshop I will talk about some of the things that schools can do to ensure that Key Stage Three gets the attention it deserves. I will talk about creating and sustaining positive attitudes to maths from Year 7 onwards. This workshop will include ideas for curriculum, resources, competitions, routines, enrichment, and more.
Jo is a maths teacher and Assistant Principal at Harris Academy Sutton. She writes the website resourceaholic.com where she shares teaching ideas and resources for secondary mathematics. Jo is a regular guest on Mr Barton's podcast and an enthusiastic collector of old maths textbooks.
Why should you re-examine your approach to Key Stage 3 Maths, and how can you ensure you catch-up both new and returning students? Collins KS3 Maths Now author Paul Urry will explore these questions in this workshop.
Paul will look at how taking a fresh approach with a focus on building fluency, reasoning and problem-solving with careful sequencing can build on the new, more challenging content at KS2 and set up your students for GCSE 9-1 success.
Paul Urry is the Head teacher and Leader of Learning at St Stephen’s CE Primary School in Bradford. He is an award-winning learning resource creator, and was named the 2016 Bev Evans Resource Contributor of the Year by Tes; his dynamic, high-quality resources have had over 10 million downloads and counting. Paul also authored the Collins KS3 Maths Now Teacher Handbook, new resources that provide support for educators to teach a strong, coherent and well-sequenced curriculum at Key Stage 3.
Many popular games contain elements of mathematics: from Noughts and Crosses to Tetris, Monopoly or Settlers of Catan.
In this workshop, we will discuss how probability, combinatorics, logic and computer simulations can help us find optimal strategies for different games, and how games can be used in the classroom to make learning more fun and memorable.
We will explore how students can design their own games, and how tools from game theory are used in science, economics and politics to make important decisions. And of course, we’ll also play many games…
Philipp is the founder and CEO of Mathigon.org, an award-winning platform for secondary mathematics that has been used by millions of students all around the world. His goal is to build the “Textbook of the Future”, to make learning more interactive and engaging than ever before.
Philipp previously studied mathematics at Cambridge University and mathematics education at the UCL Institute of Education, and he worked as a software engineer at Bloomberg and Google.
This workshop will share practical ideas for the classroom when teaching for understanding, from early number sense/counting through to the generalisation of number in algebra. Dienes Blocks, Cuisenaire Rods, Number lines and bar models are some of the resources that can support exploration of number topics at all levels of primary and secondary mathematics.
Roisin began her teaching career in the primary sector, with experience teaching every curricular area to pupils from Primary 1 to 7. She first worked with secondary pupils as a Principle Teacher of Numeracy working across 3 Glasgow Secondary schools. When this contract came to an end she successfully gained GTCS registration in Secondary Mathematics and has since been working as a class teacher in St Andrew's Academy, Paisley.
Since working with parents, pupils, secondary and primary colleagues to develop the pictorial methods of teaching arithmetic in Stirling High’s Learning Community (see http://bit.ly/SHS_pictorial) I have introduced several methods of helping learners to make connections when learning through linking algebra with concrete materials, pictures and geometric representations.
This workshop will give you a chance to see a few of these, including the grid method, bar modelling for fractions and DESMOS for teaching straight line and quadratics at National 5.
My work so far has mainly looked at how Representation and Structure supports Fluency. There is a body of evidence that suggests that concrete and pictorial strategies also helps learners to "Behave Mathematically" and I will discuss some of the ways I have done this in my classroom.
Maths Teacher @BearsdenMaths. Acting PT @RenfrewMaths 2018 - 2020. Teacher @SHS_Maths & ex Maths and Numeracy Hub Champion in Stirling.
This session will outline some of the pedagogical benefits of using mathematical art tasks in the KS2, 3, or 4 mathematics classroom.
Participants will be introduced to a selection of ready-made mathematical art lesson resources and will look at ways of using these resources to maximise engagement and support learning across different areas of the curriculum. Finally, there will be the opportunity to explore one activity in more depth.
The session will include time for some hands-on mathematical art-making. No prior experience necessary.
*Equipment required* - 3 sheets of A4 paper, ruler, pencil, eraser and a pair of compasses.
Clarissa is STEM Faculty Lead Practitioner and KS5 Teacher of Maths at Thurston Community College in Suffolk, and has previous experience as an AST and whole-school Teaching and Learning Lead. She regularly presents at Maths Education conferences, and as an accredited NCETM Level 3 PD Lead has led work groups on behalf of both the Cambridge and the Angles Maths Hubs.
Clarissa has a particular interest in developing mathematical enrichment activities for all age groups. She is the creator of the Artfulmaths.com website, and author of the Artful Maths Activity Book and the Artful Maths Teacher Book, both available from Tarquin Publications. Her geometric paintings have been exhibited in Mathematical Art exhibitions around the world.
What is the difference between concepts, facts and skills? Does this matter in Mathematics education? How can we review these different types of knowledge effectively? How can we space out this retrieval?
In this session we will explore these questions by looking at specific examples of the differences, why it can be important to think about the differences, and how this affects how we do spaced retrieval of them.
Dan has been teaching Maths for 10 years, 7 of those in an international school in Peru. He is also the T&L Coordinator there.
Dan has an interest in the ideas from research in cognitive science, and how this can help teachers to enable students to learn most effectively. He also enjoys keeping his own website (www.interactive-maths.com) where he mainly focuses on creating random question generators.
This workshop takes an introductory look at a range of popular manipulatives and how they can be used to model and explain mathematical ideas.We will take a brief look at manipulatives such as Cuisenaire, Algebra tiles and Geoboards, and work through some tried and tested tasks you can take away and use in the classroom. This session is ideal for anyone wanting to get into manipulatives but need a helping hand getting started, either with virtual versions or the real thing!
Jonathan has been teaching Maths in secondary schools since completing his PGCE in 2005. Before becoming a Mathematics Lead for La Salle, he was a successful head of department at Leeds City Academy for over five years and continues to work there as a Lead Practitioner of Mathematics. Over the past decade, Jonathan has made significant contributions to the maths community by the creation of several wellknown websites, most notably MathsBot, used by millions of teachers and students each year. Jonathan regularly presents at conferences where he shares his both experiences and ideas from the classroom and the resources he creates. He is a keen Twitter user and is often posting new resources or updates to existing ones based on feedback from the maths community.
Education Specialist & author of Bridge the Gap Maths™, Laurie Beesting, will share, discuss and demonstrate practical ideas.
This video is designed to get us all thinking about how Times Tables knowledge and confidence is a truly vital part of coping better with Intermediate maths concepts, whether we are in KS2 or further and already working through high school maths. The curriculum skills which students meet over the Intermediate maths journey are often a little daunting, as things suddenly start to feel more challenging than in the earlier years... suddenly, concepts which felt ok, begin to feel a little wobbly as we tackle trickier mechanics of multiplication, division, fractions, decimals, percentages, geometry and more... and it is important to keep one’s head in a positive place to work through these more advanced stages.
As a maths teacher, whose role it is to ensure that core fundamentals are firm and to build confidence to cope with up and coming maths work, I have found that the most central and crucial aspect to making better progress, has been to find a way to learn and BECOME STRONGER AT TIMES TABLES. I made a list of some key maths concepts which are made easier and more accessible if a student has a grip on Times Tables - and quite frankly, it was quite alarming to see all the maths skills listed on there! Knowing one’s Times Tables is SO SO much the key to making faster progress in maths!
Laurie's extensive teaching career of 30 years has given her sound knowledge of how children learn best. Laurie knows that learning styles differ wildly, and she became a patient and inventive maths teacher, finding existing or developing her own creative, but always simple ways to get concepts across. Whilst teaching maths one-to-one, Laurie listed common problem areas; these became known as the ‘OFTEN-MISSING-BUT-REALLY-NEED-TO-KNOW-BITS’, and she found simple-as-possible ways to address them. Laurie wrote and published Bridge the Gap Math™ (Canada/US edition) / Bridge the Gap Maths™ (UK edition) to share her maths programme.
In this session we will focus on challenging GCSE topics and skills that students have struggled on, with a specific focus to those that have then impacted student progression in A level maths and which Y12 students may need additional support in.
School closures have undoubtedly affected many students’ ability with these topics and some may not have been taught at all. We will look at how to focus schemes of work and determine student performance in topics for GCSE, as well as resources and support to build both GCSE and A level students’ confidence in these areas.
This session will be of interested to both GCSE and A level teachers.
Neil Ogden is a Subject Advisor in OCR’s Maths Team. He joined OCR in 2012, led the development of the current OCR GCSE (9-1) Mathematics qualification in 2013-2014 and has contributed to a number of qualification developments since. In addition to qualification development, his time is currently spent supporting teachers with the full range of OCR maths qualifications from Entry Level to A Level, including running training & developing resources available from https://ocr.org.uk/maths, with a focus on GCSE (9-1) Maths.
Steven joined OCR in 2014 and has worked on the redevelopment of OCR’s Entry Level, GCSE (9-1), FSMQ and A Level Mathematics qualifications. He now focuses mainly on supporting the Level 3 qualifications. Steven originally studied engineering before completing a PGCE in secondary mathematics. He is currently balancing his ‘work from home’ commitments with supporting his young daughter with reception year activities.
Many maths teachers enjoy experimenting with different “methods” for getting pupils to carry out a process, hoping to find a method that is simpler for pupils to use or remember. The virtues and drawbacks of different methods are hotly debated on Twitter, as well as the benefits of standardising approaches across department versus allowing teachers autonomy.
In this session I will explore how I see methods arising in mathematics, how certain methods can be incorporated into a connected schema of knowledge, and how departments can standardise approaches whilst maintaining teacher autonomy.
Peter Mattock has been teaching mathematics in secondary schools since 2006 and leading maths departments since the beginning of 2011. Peter has been accredited as an NCETM Secondary Mathematics Professional Development Lead and a Mathematics Specialist Leader in Education. Peter is also one of the first secondary maths teachers to take part in the NCETM Secondary Mastery Specialist programme and now works as the Secondary Mastery Lead for East Midlands South Maths Hub. Peter’s book “Visible Maths: Using representations and structure to enhance mathematics teaching in schools” is available on the Crown House Publishing website, through www.amazon.co.uk or from your preferred local book shop.
Have you ever heard a student say “I’m just not good at maths”, and you want to know why? Are you wondering whether lockdown has affected student attitudes towards maths, and you’re not sure how you can measure it?
An awareness of ideas around mathematical resilience in students can help teachers to differentiate with regards to attitude instead of content, which can then lead to improvements in student attainment. Knowing and sharing this knowledge with your students can help them focus on developing their own mathematical resilience, leading to improvements in their attitudes and feelings towards mathematics.
In this workshop, we will look at the seven different areas of mathematical resilience, and then introduce you to a free site so that you can begin measuring, tracking, and improving your students’ mathematical resilience immediately in the classroom. This will give you an insight into how your students think and feel about maths, enabling you to better support all of your students in the classroom.
Richard currently teaches at ACS International School Cobham, having taught GCSE, A-Level and the International Baccalaureate at schools in the UK and Japan over the past ten years. He completed his Masters' Degree in Education in 2016 with a dissertation focused on mathematical resilience, comparing the attitudes of students towards mathematics in different schools and year groups. This has led him to shift how he teaches maths, focussing on improving the mathematical resilience of students alongside teaching content.
It's a MathsConf tradition for delegates arriving on Friday to meet up at a local bar. Like many things this year, our Friday Night meet up is going virtual.
Join us on the Friday night via webinar for as little or as long as you like, for a Quiz, Bingo, Puzzles, and more!
As this is our biggest MathsConf yet, we want to take advantage of this incredible opportunity and make this our biggest charity donation as well! We will be running a raffle, with all proceeds going to the Macmillan Cancer Support.
We will also be donating all profits from conference ticket sales to Macmillan Cancer Support!
Our cake competition is always a highlight of the day. Dozens of delegates battle it out to be crowned the winner of the maths-themed cake bake-off.
These years theme is your best "Polygon" bake.
Be sure to check out your colleagues' handywork on Twitter at #MC24Cake. And, of course, remember to tweet a picture of your own cake before you finish it all! We know how delicious they are!
#MathsConf24 will be our second virtual conference, following the success of #MathsConf23! So you can sit back in the comfort of your own home, join us online, and spend a full day listening to your fellow educators share their ideas, thoughts and innovations.
“ In the 59 years I've been on the planet, #mathsconf23 has been the best day of maths ed I've ever experienced. Thank you so much, one and all! Still on a high... ”
“ This was the most excellently organised conference I have ever attended. I have now since attended a few more virtual conference but nothing comes close. It didn't feel virtual at all. The timetable, the ease of access to the different sections, the interaction with colleagues. ”
“ Thank you for an amazing day #mathsconf23 I have thoroughly enjoyed every single moment and have learnt an awful lot. Great work. ”
“ Thank you @LaSalleEd for a customarily slick and professionally-run virtual #MathsConf23–right up there with normal events. Brilliant day hearing loads of interesting stuff. ”
“ ... Another fantastic event and plenty to take away and put into practice. Thank you to all involved ”
ALL RIGHTS RESERVED
COPYRIGHT 2020 LA SALLE EDUCATION