Join hundreds of maths teachers from primary, secondary and FE at the UK's largest events. Network. Learn. Share. Have fun!
In this whirlwind seminar, Mark McCourt paint a vivid picture of the last 160 years of maths education in England in just 50 minutes! From the 1858 Newcastle Commission through to the present day, pinpointing key moments such as the Hadow Report, Plowden, Cockcroft and the 1988 Education Reform Act.
Mark will consider the trends in classroom practice and the coming, going and returning again cycles of conceptual, procedural, and occassionally relational mathematics being at the fore.
The fascinating link between the economic and political environment and the dominance for either progressive or traditional approaches will also be explored.
Most importantly, Mark will explore how looking back at our history can help us to make predictions about the future of mathematics education and avoid some the potential pitfalls - perhaps even plotting a path to that most elusive of animals: a truly effective mathematics education system.
A leading figure in mathematics education, Mark has led many large-scale government education initiatives, both in the UK and overseas. Mark was a Director at the National Centre for Excellence in the Teaching of Mathematics (NCETM) and has also been a school leader, an Advanced Skills Teacher, a school inspector and a teacher trainer.
He founded and was Chairman of the Teacher Development Trust. He has extensive experience of mathematics teaching and learning across all age and ability groups, having taught students from age 3 to PhD!
We all recognise that proof is an essential part of Maths, but how does it fit into teaching A-level? How do we get our new students to recognise the need for precision and correct notation?
There are three overarching themes in the new AS/A-level specification and this one might seem a little less exciting than the others which address problem solving and modelling. Of course it is of equal importance and should be just as exciting. So let's look at how we can turn our students into mathematicians!
Dan Rogan is the recently appointed Chair of Examiners for the new AQA A-level Maths and Further Maths specifications. He is currently a senior leader at a large outstanding academy in Wiltshire, where he has taught for many years. Dan has taught across all areas of the current specification and he is excited about the opportunities the new specifications will give to develop students' mathematical thinking and problem solving ability, balanced by an awareness of the formal underpinning of the subject.
In this session, Andrew will take a personal look at how our approach to teaching and assessing problem solving in mathematics has changed through his career in education. He takes the seminal Cockcroft Report as his starting point, references the work of Malcolm Swan and others at the Shell Centre and offers his thoughts on AO3 in reformed GCSE and A level examinations.
Before joining AQA, Andrew taught mathematics for 17 years and was Head of Faculty in large comprehensive schools in Cambridgeshire and Manchester. His first role with AQA was in 2001 when he was appointed as Senior Subject Officer for GCSE Mathematics. He moved into the Head of Mathematics role in 2011 and has recently moved into the newly created Head of Curriculum role for Mathematics. Andrew is responsible for ensuring teachers of all our maths qualifications are fully informed and supported. Currently, he is heavily involved in supporting the new maths GCSE and reformed A-levels.
This session will outline some of the pedagogical benefits of using mathematical art activities 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 discussion and exploration, as well as some hands-on mathematical art-making. No prior experience necessary.
Clarissa is STEM Faculty Lead Practitioner and teacher of KS5 Maths at Thurston Community College in Suffolk. She has taught for several years and has previous experience as a Mathematics AST and as a whole-school Teaching and Learning lead. She has a particular interest in developing mathematical enrichment activities for all age groups and has collated several of these resources on her website www.artfulmaths.com, where she also blogs about mathematical art and origami lesson ideas.
New or aspiring to a TLR?
Are you embarking on your first TLR or leadership position in September?
Have you stepped up to take on added responsibility recently? Are thinking about applying for your first TLR position?
This workshop will explore how to establish yourself early in your leadership career, and help you to shape and define yourself as a leader. It will mix practical ideas and advice with a little bit of theory to empower you, either to be effective in your current role, or in preparing for a future one. There will also be a Q&A, with a chance to ask questions as you step out on your leadership journey.
Ben Ward has been teaching for 10 years, and in leadership roles for 8. He is currently Assistant Vice Principal for Teaching and Learning in a thriving academy in Manchester, where he is responsible for CPD, leadership development and engagement with educational research. Previously, he led a department of 18 maths teachers for 5 years. He is passionate about pedagogy, leadership and developing and encouraging teachers at all levels. He has just completed a masters in Education Leadership, lectures in leadership, facilitates on middle leadership training programmes and mentors and coaches aspiring and current middle leaders. He is particularly interested in leadership and its impact on culture creation and staff development.
Outside of school he is a governor at a local primary, tweets on maths, education and leadership; and occasionally blogs on staffrm.io.
Sisyphus was a sinner of Ancient Greece condemned to an eternity of rolling a boulder up a hill, watching it roll back down...and then rolling it back up.
Marking shouldn't feel comparable to this!
In three different schools, Rose and Dani have introduced an alternative approach to marking and feedback that focuses only on quizzes, not books. They have seen improvements in pupils' outcomes, higher-quality feedback for both pupils and teachers, and - importantly - reduced workload for teachers.
They will discuss the problems with book-marking, explain why their alternative increases impact whilst reducing effort, show how to roll it out, and outline how you might persuade your department or school to allow you to trial it (amongst other things, it's had the seal of approval from Ofsted both times it has been seen during an inspection).
With the first teaching for the new A Level specifications this September, this session will look at many excellent free resources for learning Mathematics.
There are many excellent resources already available as well as support and resources from all the examination boards. Use your time for planning lessons for students' learning. We will consider Technology too, not for the sake of Technology but where it can help learning.
The session will include time for discussions and doing some Maths! We will also consider any implications of the new A Level specifications for KS3 and KS4.
Colleen Young is a Deputy Headteacher at Newstead Wood School. Her whole-school responsibilities include Assessment. Her first degreee is in Mathematics and Management Science and she also has a Masters Degree in Mathematical, Statistical and Computing Education.
Colleen has been involved in education, and training throughout her career, specialising in Mathematics and IT. She also has a great deal of examining experience and is a Member of the Chartered Institute of Educational Assessors.
Colleen has a keen interest in how students learn and how new technologies can enhance the learning experience. She enjoys collaborating with students and fellow educators and is the author of Mathematics, Learning and Technology which she updates regularly with ideas and resources for the Mathematics classroom.
This is suitable for Heads of Maths or those who have the aspiration to be one.
It is a walkthrough of a day and how we juggle. I believe that juggling can be minimised if the correct systems are in place and that is what I will focus on.
I will share what has and has not worked for me.
This workshop is a chance for reflection and projection.
Gordon entered the world of teaching as a mature entrant in 1990. Since then he has worked in 9 schools full time. He was Head of Maths in 4 schools and an Assistant Headteacher in 1 school.
His experience was gained in schools in Essex, Havering, Knowsley, Liverpool and Thurrock.
In all of the schools that he worked in Gordon improved the results in Maths, often achieving the best ever results in the history of the school.
He has trained PGCE students and always developed teachers and their leadership skills.
Gordon took a spell out of teaching and he trained as an Executive and Business Coach with the Institute of Leadership and Management.
He returned to teaching as a supply teacher and has had long term contracts in Liverpool and London.
The ability to reason mathematical is one of the core skills that all maths teachers aim to develop in their pupils. This session will explore how to build opportunities for reasoning in lessons and provide some practical reasoning activities to use in lessons.
Peter has been teaching for over 11 years, and leading maths departments for over six in Oxfordshire and the Midlands. Peter has gained a reputation for using manipulatives and visual representations to support pupils understanding of mathematics, regularly leading CPD sessions on the use of concrete materials and images to develop conceptual understanding. Peter is an NCETM Secondary PD lead, a Secondary Mathematics SLE and is part of the team developing the use of mastery approaches in secondary schools with the East Midlands South Maths Hub. You can follow Peter on twitter at @MrMattock where you will find a link to his free shop on TES.
The workshop will look at the following: How to co-ordinate the maths team for functional skills schemes of work, adapting resources to an FS structure, planning an FS Maths lesson & how to monitor and track the progress of the learners throughout the course of the year.
I have worked as a commercial trainer for two year and moved into the FE sector three years ago. I'm currently the Functional Skills Maths course director for West Suffolk College and work with a team of six lecturers to deliver FS maths and GCSE maths. As of September I will be taking over as the GCSE maths Course director for the college. My primary field is Biology but over the course of the last five years I have come to appreciate maths and I can't help but get excited by an equation that needs to be solved and I believe that mastery of maths is paramount to the future of our learners.
Marking can be a monster, eating up huge amounts of time and usually for very little return. It is only one part of the sum total of feedback we give to our students yet in many schools it is disproportionately weighted and judged. In my maths department we have spent two years searching for a better way of providing useful feedback to both students and teachers, one that doesn't take hours, and we think we're getting there. In this session I will describe the rationale and research behind our feedback policy and give practical examples of exit tickets and responsive teaching.
Jemma has been teaching for over 12 years, has been an AST/SLE since 2008 and is now Head of Maths in a high-performing 11-18 school in Worcestershire. She was a Silver Award winner for Secondary Teacher of the Year in the 2015 Teaching Awards and is an NCETM Accredited PD Lead. She delivers courses on subject knowledge and pedagogy to non-specialist maths teachers and enjoys reading and writing about mathematics education.
Liz Henning will lead delegates in
Liz has over 30 years' experience in education as a teacher, senior leader, university tutor, LA advisory teacher, NCETM regional coordinator, working on school improvement and running mathematics courses. She is a Lead Consultant for Numicon and Inspire Maths. She has worked with schools all over the country consistently achieving excellent results. Her courses are inspiring, practical and full of ideas to take back to the classroom.
I have been visiting schools for the last 5 years and over that time have seen some really interesting practice and fantastic adaptations for maths teaching. This workshop is a round-up of ten of the most interesting approaches and adaptations that I have seen and an opportunity to explore them in more detail. From simple behavioural management changes to fundamental approaches to year 7, this session has them all!
Luke Graham started teaching 20 years ago. He has been a Head of Department, a Deputy Head and worked for the DfE in their teacher training arm. He currently works on initial teacher training with SCITTs and HEIs. With a background in helping schools develop their own voice, he has experience of supporting schools from primary to FE all along the south coast. He currently works in the south west and sits on the National College for Teaching and Leadership (NCTL) teacher conduct panel and is proud to tap the keyboard behind @bettermaths and #mathschat.
This is the first in a new series of presentations looking in depth at resources, problems and misconceptions for specific topics. This time the focus is on angle facts.
In this workshop teachers will reflect on their approach, discuss best practice and discover new resources to use in their lessons.
Jo is a maths teacher at a boys' comprehensive school in Surrey. She writes the website resourceaholic.com where she shares teaching resources and ideas for secondary mathematics. Jo is a member of the AQA Expert Panel and the TES Maths Panel. She is a FMSP Associate and a SCITT Lead Subject Mentor. Jo spends a ridiculous amount of time talking to maths teachers on Twitter and is always looking to learn from others.
Seen as the Holy Grail of mathematics education, why are we so bad at teaching it?
Ceaseless reforms and commentaries across the decades have insisted we need more mathematical thinking and problem solving in schools, exams threaten to move more towards problem solving; still we don't feel any closer. In a world where Hannah's Sweets was enough to throw most top maths pupils, what hope is there for real problem solving? What is real problem solving anyway?
This session aims to answer all these questions, plus a bit more. If you've tried every 4 step, 9 step, 12 step process going, and are fed up of seeing pupils fail, this is for you. If you think you've cracked it and are churning out problem solving maestros year after year, come along anyway and see what you think. I can't promise a quick win with this one, but I do believe that together we can take one massive step forwards.
Kris is currently recruiting and training nearly two hundred Participant Development Leads (teacher trainers) for Teach First. Previously he worked as Deputy Head of Maths at King Solomon Academy, which achieved the top results in the country in 2015.
It is difficult to argue with an evidence-informed profession - but equally difficult to navigate mathematics education research as a teacher with other conflicting priorities. Cambridge Mathematics produces Espressos for teachers: filtered research reviews to be enjoyed over coffee, discussed at department meetings, or as a basis for digging deeper into CPD issues of interest.
Lucy has been a mathematics teacher in primary, secondary and HE, as well as a freelance writer on education and politics. She is currently working for Cambridge Mathematics, a Cambridge University project to reimagine the mathematics curriculum
This workshop is suitable for anyone interested in the new Level 3 Core Mathematics qualification.
I have now finished my first year of teaching AQA's Mathematical Studies, and will be sharing my thoughts and experiences of the new qualification. There will be a focus on content, lesson structure, and assessment, and there will hopefully be some healthy discussion involving attendees' thoughts on the matters.
As part of this workshop, there will also be a short session intending to show attendees what a Core Maths lesson might look like.
Dominic has been teaching for 2 years at West Suffolk College in Bury St Edmunds, on courses ranging from Entry Level Functional Skills, to the new Level 3 Core Mathematics.
Douglas returns with his popular exploration of web resources for problem solving and large data sets, including challenging images from Google Earth and analysis in dynamic software. Suitable for the new GCSE, Core Maths and A level specifications.
Details on www.tsm-resources.com.
After many years teaching secondary mathematics, Douglas now helps teachers to make the most of digital resources that enliven their classes, though the TSM workshops, TSM Resources website, and the use of dynamic software, notably Geogebra and Autograph.
Geometry has long been a problematic area and caused much discussion and diversion of curricula.
In the UK the Association for the Improvement of Geometry Teaching was formed in 1871. Since then more than a dozen inquiries have covered the design of the geometry curriculum (Jones, 2000). The place, content and approaches of geometry curricula vary greatly across the world (Hoyles, Foxman and Kachemann, 2002).
During this session we'll work through some lovely problems and sequences of problems in geometry: ways to introduce and develop geometrical thinking. With plenty of practical ideas the workshop will include ways to engage your imagination and visualisation skills, historical and cultural links, and approaches to content that develop a deep functional understanding.
I have taught for 13 years in primary and secondary schools, working as an AST, SLE and on the senior leadership team. These have included a high achieving boy's grammar school and schools in extremely challenging circumstances. I set up the NCETM Cambridge Maths Hub and currently chair the teaching committee of The Mathematical Association. I have led teacher training, professional development and curriculum development for 10 years including internationally. I am now Maths Lead at Cambridge Mathematics, a University of Cambridge curriculum development project.
Global Math Project Ambassadors around the world are preparing schools to launch Global Math Week.
This year's topic is Exploding Dots, one of GMP founder James Tanton's revolutionary methods that will change your thinking of basic arithmetic to polynomial algebra and beyond! In this session, we will share resources and methods that teachers can use from KS2 to KS5. Don't delay, sign up to Global Math Week today!
Martin has been teaching in Essex for 16 years and has been a Deputy Head of Faculty for 13. Martin has run CPD sessions to support NQT/RQTs and Marking/Assessment at previous mathsconfs. He works for several resource providers as an author and reviser and has been a Global Math Project Ambassador since 2016. Lesley has been teaching Maths for 30 years firstly in Hertfordshire and then in Bedfordshire. Throughout her career she has been Head of Faculty (twice), AST, teaching and learning lead and is now a Subject Specialist in a Multi Academy Trust.
Problem Solving (AO3) and Reasoning (AO2) are topics which people continually ask me about. Everybody is trying many different techniques and sometimes we feel we are making little progress. Hence the ARGHH at the end of the title. With emphasis on both of these skills increased for our students in both KS2, KS3 and KS4 I feel it is important we collaborate with each other and share ideas.
So in this session I'm going to share how I've dealt with these areas particularly over this past year. Looking at what I've learnt and what I believe has worked and why. I've had to up my game with teaching a lower higher set and we've been rising to the challenge as a class. It's been a long journey and one I hope will pay off in August, however the journey continues into the next year with my current year 10's. Although the journey is bigger than a single class it's about a movement and getting things right from year 7 and even better primary.
In this session you will have a chance to share and collaborate ideas as well as been given a whistle blow tour of strategies I use which hopefully benefit students. From this session I hope you will take away a least one golden nugget of information that will help in your day to day practice and benefit your department, future classes and students.
Danielle is currently the Mathematics Lead Practitioner and Numeracy Lead at a Acklam Grange School, as well as being the face behind Miss B's Resources. One of her main focuses is to make maths fun, memorable and accessible for all students. To develop good practice she runs her own website www.missbsresources.com, where she focuses on designing and sharing resources for free, alongside blogging. These resources are used by hundreds of thousands of teachers across the world. She is the author of "forty pence each or two for one pound" published by Crown House and regularly speaks at events across the UK.
She is also a member of the UK TES maths panel and an AQA Maths expert panel member.
Please feel free follow me on twitter or Facebook @MissBsResources and get in touch.
What do we want from a worksheet? Challenge? Smooth difficulty progression? Scaffolded problems? Classic mistake problems to analyse? Super Scary problems? Is it rocket science? Will it take me forever?
This workshop will specifically work on supporting teachers to make their own high quality worksheets on a selection of number and algebra topics. What do I mean by high quality? High quality in the sense that you can successfully get pupils attempting a large range of difficult possible problem types all testing a pupil’s knowledge of the concept that has been taught.
Teachers will be able to leave the session knowing different strategies to reinvent basic problem types to make the testing experience for pupils deliberate, challenging and successful. More importantly, the strategies require minimal effort but are high impact in terms of pupil learning. For further information, see this blog post.
Naveen Rizvi is a Teacher of Mathematics at Michaela Community School. She entered teaching through the 2 year Leadership and Development programme with Teach First in 2013 and worked at a state comprehensive in South Manchester. After two years working at her placement school she decided to join a transformative school such as Michaela Community School to develop her skills in curriculum design and enhance her pedagogy further with a greater focus on creating nuanced problem types. Naveen writes a blog on her insights of the current state of education as well as sharing her pedagogical findings
At each conference, we ask delegates to bring along their favourite resources, ideas, hints and tips. Everyone has 90 seconds to tell a colleague about their idea, before swapping and hearing from them.
There is usually time for five or six 'dates', so be ready to spread the word about what is making your classroom buzz right now.
Feel free to bring handouts, weblinks, etc.
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.
Cakes are judged at lunchtime by our guest speaker and prizes awarded at the end of the day.
Be sure to visit the cake stands to see your colleagues' handywork. And, of course, to sample the cakes for yourself! They are delicious!
Lots of us help each other out on Twitter. We give advice, support or just share jokes and experiences. But who are the people behind the Twitter handles? That's what a Tweetup is all about - a meet up for Twitter friends, putting faces to names or pseudonyms. Come along to the bonus session during the lunch break and say hello to the maths teacher Twitterati.
Be sure to identify yourself in some way! Surely someone will at least get a t-shirt made?!
You are welcome to join in and get stuck in to doing some maths.
This is an informal session - drop in as you like.