Leading mathematics in a school means being at the forefront of the discussion around mathematics content and pedagogical knowledge. It is vital that those leading maths teams are engaged with the latest thinking and evidence around effective practices in mathematics education as well as being able to draw on the canon on knowledge we hold as a profession. Join us in Birmingham on Friday 14 December for a chance to hear from researchers, mathematics education experts and fellow mathematics leaders from schools across the country as we debate and explore a range of issues in mathematics teaching and learning.
As ever, delegates will come away from the conference with new insight into what makes for the most impactful teaching in the maths classroom, practices and strategies that can be implemented straightaway back at school, and an increased network of fellow heads of maths who are supporting and learning from each other throughout the year.
Our head of maths conference is always a good mix of thought-provoking input from colleagues, time for discussion and networking, and opportunities to contribute to the debate. The conference is suitable for anyone with responsibility for leading the full mathematics team or areas of mathematics (such as Key Stage leaders of second in department) in a school or college currently or those aspiring to do so in the near future.
A full day event for mathematics subject leaders focussing on effective pedagogies and practices for improved understanding in mathematics.
The day will include a series of inspirational talks from practising subject leaders, as they describe classroom approaches for improving learning.
Workshop sessions from Jemma Sherwood, Peter Mattock, Simon Cox, Sian Thomas and Mark McCourt.
The aim of the day is to provide subject leaders with expert and evidenced based approaches that they can disseminate back at school to their teaching colleagues.
This session will focus on the difference between “what ____ is” and “How do we calculate ___”. Exploring concepts usually taught in Key Stage 3 and Key Stage 4, the session will examine the use of manipulatives and imagery to explore the structures underlying these ideas and how they can tie together seemingly different calculation strategies.
Peter Mattock has been teaching mathematics in secondary schools for over a decade and leading Maths departments for 8 years. He is a regular presenter at mathematics conferences across the country. Peter is deeply involved in the work of his local NCETM Maths hub and 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, which is aimed to explore how approaches for teaching for mastery can be developed for the secondary classroom, and now works as the Secondary Mastery Lead for the East Midlands South Maths Hub. Peter tweets from @MrMattock and has run several organised Twitter chats on behalf of the NCETM, particularly around the subjects of the use of concrete and pictorial representations as well as other areas of teaching for mastery development. Peter blogs occasionally at https://educatingmrmattock.blogspot.co.uk/.
This workshop will look at how to prioritise areas for improvement in your department based on the best available evidence. We will consider why the use of evidence is critical, will look at various sources of evidence (including the recently released Education Endowment Foundation guidance report ‘Improving Mathematics in Key Stages 2 and 3”), consider how we might identify our priority areas, and look at ways of developing these priorities through effective CPD.Simon Cox has been teaching mathematics in Blackpool secondary schools for 15 years, and has held a variety of middle and senior leadership positions. He is currently Director of Blackpool Research School, part of a network of schools who work with the Education Endowment Foundation to make evidence accessible to schools and provide evidence-informed training around their key priorities. Simon also sits on the Mathematical Association teaching committee.
In this session we will consider the different ways we assess our pupils, formally and informally. You will be invited to discuss the pros and cons of each and to consider ways you can hone practice in your school, with a constant eye on reducing workload for staff.
Jemma has been teaching mathematics since 2004 and has been AST, SLE and, most recently, Head of Department. She is an NCETM Level 3 PD Lead, a Teaching Award winner, and has written for Oxford University Press. Jemma loves discussing maths ed and is particularly interested in how teachers can improve their subject knowledge. She blogs, when she remembers to, at https://jemmaths.wordpress.com/
In this session we will explore the key principles of the Singapore approach, and look at how to apply these to enhance and embed mathematical learning. We will start to investigate how to ensure children develop critical thinking skills, so becoming confident learners and problem solvers, able to use reasoning skills, make connections and gain deep conceptual understanding.
You will have opportunities to consider how to build your capacity to continue to improve the teaching and learning of mathematics in your school, ensuring depth of learning and real achievement, understanding how a C-P-A approach and ideas from variation theory support children to move from the concrete to abstract mathematical understanding.
This is an interactive and stimulating session where you will be doing the maths, and discovering patterns and relationships in order to deepen your own understanding.
Sian is an independent maths consultant with significant experience of working with a range of schools, educational settings and at local authority level. She is passionate about her subject and where it sits within our everyday experiences; this is evident in all aspects of her work with schools and when delivering training. Siân’s areas of expertise include the development of reasoning skills, deepening learning through CPA in KS1-KS3 and maximising progression through whole school mathematics development.
Sian has been an OUP consultant for six years delivering in school CPD across all primary phases and KS3. Her current work includes the role of lead maths consultant for Barnet LA (EYFS - KS3), delivering OUP IMSI, Numicon and Discovering Mathematics CPD nationally and internationally and managing her own after school maths clubs.
Sian fully believes that all children can do maths and that reasoning, embedded use of manipulatives and well-developed habits of mind will do this.
“The children’s learning must come from their starting point and not ours.”
In this session, Mark McCourt will discuss the phases that both teacher and pupil pass through as the pupil encounters a novel mathematical idea, acquires flexible knowledge, acquires fluency and is able to practise and finally builds to understanding the idea.
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