Join hundreds of maths teachers from primary, secondary and FE at the UK's largest events. Network. Learn. Share. Have fun!
This popular qualification has been revised for first exams in 2020. In this session, Andrew will look at what has changed and what has not. If you already use this qualification to challenge your best students, then this will be an essential overview of the revised specification. If you are looking to join the 1000+ schools that enter for the certificate, then this will be an ideal introduction to the purpose, content and principles of the assessment.
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 developing the reformed A-levels.
Join us for a hands-on session exploring strategies and tools to integrate technology effectively into the maths classroom. By adopting an approach that encourages pupils to ‘think, create, show’, we’ll see how best to achieve collaboration and creativity; encourage group work, build mathematical language and create context around learning, using a set of accessible, easy to use technology tools.
Walking through a fresh approach to creating resources and tasks, using practical steps, we’ll show how to ‘make maths digital’. We’ll build learning opportunities that can extend maths right across the curriculum and allow pupils to express their learning in new and innovative ways.
Focused on maths and STEM teachers of KS3 - KS5, attendees are encouraged to bring their own devices (of any type!) to get online, and roll up their sleeves to experience technology use that’s grounded in teaching & learning.
Facilitated by Texthelp - helping every pupil to understand and be understood.
In his role as EdTech Specialist at Texthelp, Patrick is a passionate educator and he takes the lead on ensuring our products have a real and meaningful impact on teaching and learning for all.
Working with partners and schools around the world, Patrick aims to ensure that Texthelp products achieve their vision of ‘reaching all learners’ by empowering teachers and pupils in personalising their learning through education technology.
Best-selling author Simon Singh outlines two current projects that he has pioneered, aimed at encouraging more students to achieve excellence in maths from Year 7 upwards. The Parallel Project offers free online maths worksheets each weekend, which are automatically marked and which are designed to stretch the most ambitious and able students. And the Top-Top Set Maths Project works with schools to subsidise an additional maths set (beyond the normal top set), with the intention of consistently stretching the keenest maths students, also from Year 7 upwards.
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, discussion and advice with a little bit of wisdom and 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 11 years, and in leadership roles for 9. 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 recently 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 and staff development.
Outside of school he is chair of governors at a local primary, tweets on maths, education and leadership; and writes for various websites and publications.
What does it mean to measure? What are the essential qualities of a system of measurement? What are the underlying commonalities behind all measurement? Do our pupils understand this, and if not what can we do to help them?
This session, the third in the "Time to revisit..." series following graphing and averages is designed to allow teachers to reconsider how we teach measurement and highlight some of the problems that I believe hold back pupils from a true understanding of measures and measurement.
Peter Mattock has been teaching mathematics in secondary schools for over a decade. 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.
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 mastery development. Peter blogs regularly at https://educatingmrmattock.blogspot.co.uk/.
Join us for an interactive, stimulating session focussing on greater depth in mathematics.
You will be fully involved working on developing conceptual rather than procedural understanding.
You will engage in solving problems, each one at various levels and experience how representations support children’s understanding, reasoning and making connections. Each problem will be approached in multiple ways and we will look at how to use manipulatives and the CPA approach to demonstrate understanding and greater depth.
Sian Thomas is an independent maths consultant with significant experience of developing mathematics with schools from EYFS to KS4. She is currently the lead mathematics adviser for Barnet LA, a lead maths consultant for OUP and runs bespoke training and curriculum development with schools and local authorities across the country.
Sian is passionate about her subject and where it sits within our everyday experiences. This belief is evident in all aspects of her work, whether in schools or when delivering training. Sian knows that anyone can “do maths”, and that the ability to reason, understand conceptually and to have well developed habits of mind will support this.
“The children’s learning should come from their starting point and not ours.”
"There is nowhere I can see where there is no mathematics."
For many students, learning maths can be a fog of half-remembered rules and misapplied procedures, which they can't properly justify. The Realistic Maths Education (RME) approach helps students move from contexts they can imagine, through models and strategies they can make sense of, to a formal maths which holds more meaning for them.
We will look at examples of how RME can empower learners at any level to have a greater authority over their maths and how your school can become involved in developing this approach.
Sue Hough is a Senior Lecturer in mathematics education at Manchester Metropolitan University (MMU), after working in secondary schools for 18 years, including as Head of Maths. She has managed a number of projects based upon the Dutch approach called Realistic Maths Education (RME) in UK schools, including a Nuffield funded Post-16 GCSE resit intervention. Sue and the team at MMU are currently recruiting schools for a KS3 project funded by the Education Endowment Foundation.
Sue is one of the project developers and CPD trainers for the DfE funded 'Multiplicative Reasoning' project and is a co-author of the 'Making Sense of Maths' series of books.
This workshop will explore the use of Desmos in an A-Level classroom. We will begin by looking at its use as a graph plotter and then look at some classroom activities provided by Desmos, before exploring the use of the Desmos Activity Builder to produce brand new, unique, activities. Around half of the workshop will be for attendees to begin developing their own Desmos activities. Please bring a laptop or tablet with internet access to this workshop.
Following completion of a PhD in Applied Mathematics, Tom Bennison is pursuing a career in teaching and is now the Level 3 Lead for the East Midlands West MathsHub. With experience of teaching undergraduates, postgraduates and school students he is keen to support other teachers deliver A-Level Mathematics. He views the introduction of the new syllabus as an opportunity to expose students to mathematics; not just past exam questions. He is a proponent of technology in the classroom and advocates the use of interactive activities alongside the more traditional exercises to develop understanding and intuition amongst students. He is one of the editors for the Tarquin Group A-Level series.
Edward Hall is a Teaching Fellow at the University of Leicester. He has four years of lecturing experience; teaching both undergraduate and postgraduate mathematics and engineering students. As somebody who has worked both within mathematics and engineering departments and closely with industrial collaborators, he is well placed to understand what Universities are looking for from those applying to study STEM subjects. He is one of two editors for the Tarquin Group A-Level Mathematics series of books and resources.
This workshop will explore the use of GeoGebra in GCSE and A-level Maths and Further Maths classes. We will explore some of the tools in GeoGebra classic, and work through some of the problems involving graphs. In particular, we will explore linear and non-linear graphs with an extension on 3D graphs. There will be an introduction on GeoGebra followed by graph modelling based on past exam questions. This workshop is suitable for beginners but intermediate user are also welcomed. Please bring a laptop with Internet access, or have GeoGebra installed.
Leona So has been teaching for over 10 years. She is teaching A-level Maths and Further Maths at a large FE college in Manchester, and is also an Advanced Practitioner as an ILT Champion. She regularly delivers CPD training to the Maths department across all sites at her college focusing on the use of technology in teaching Maths. She has previously been in different roles, including Level 3 Core Maths Co-ordinator.
How can you plan your lessons to enable all pupils, especially the weakest pupils, to make as much progress as their more knowledgeable peer? How do you sequence distributed practice to ensure that your pupils are able to retain their learning in their long term memory?
This workshop will address both questions. It is an in depth analysis in teaching the topic of Fractions within a mainstream curriculum inspired by Engelmann’s approach from his Connecting Maths Concept (CMC) Textbook series. I will explain how my teaching was structured to allow the weakest pupils to make extensive progress. I will explain the worked examples used, AfL questions used as well as the practice exercises. More importantly, I shall explain how the teaching using Engelmann’s work from CMC has enabled pupils to be successful and how this can be done with minimal effort but result in maximum impact.
This workshop is a follow up from a previously delivered workshop, Engelmann’s Connecting Maths Concept Textbook Series: Closing the gaps for the weakest pupils. If this workshop was not attended, blog posts summarising the contents are available on my blog. It is not necessary to have attended the previous workshop to benefit from this session.
I entered teaching profession via The Leadership and Development programme (LDP) with Teach First in 2013. This resulted in me starting my career in a South-Manchester all-girls school. I then joined Michaela Community School in 2015 to develop my teaching, and understanding of curriculum design. After two years, I moved to join Great Yarmouth Charter Academy at Inspiration Trust based in Norfolk.
A look through ways to bring statistics to life, including using gapminder to look at real data and using the large data sets to further students’ ability to interpret and describe relationships.
Richard Tock is a teacher of mathematics who specialises in statistics.
Conceptual understanding is important. To find the area of a rectangle, we want learners to understand how this links to counting squares in an array. Eventually however, we want them to move towards quick and efficient methods so that processing power can be used elsewhere.
This session aims to challenge the idea that procedural routines oppose conceptual understanding. I will share some tried and tested techniques that can reduce computational steps across a whole range of GCSE topics including a couple of approaches you may not have seen before!
The first 15 years of my career was spent as a Maths Teacher mostly in a large successful Secondary School. My roles included KS5 leader, Advanced Skills Teacher and HOD. Over the last 5 years, I have been supporting maths departments across both Primary and Secondary phases on behalf of the largest MAT in the country. In addition to leading on assessment across the MAT, I am a Primary teacher trainer and the very proud author of www.methodmaths.com which has supported 100,000's of students with exam revision over the last 10 years.
This is the third in a series of workshops looking in depth at resources, approaches and misconceptions for specific topics.
This time the focus is on index laws. As busy teachers we rarely take the time to think about a topic in real depth before we teach it - but doing so can have a huge impact on our students. This workshop isn't about the big ideas in maths education - quite the opposite. It's about the detail.
In this session, teachers will reflect on their approach, consider misconceptions and best practice, and discover new resources to use in their lessons.
Jo is a teacher and Acting Head of Maths at a boys' comprehensive school in Surrey. She writes the website resourceaholic.com where she shares teaching ideas and resources for secondary mathematics. Jo is a member of the TES Maths Panel and AQA Expert Panel and a regular guest on Mr Barton's podcast. Jo absolutely loves talking to maths teachers on Twitter and is always looking to learn from others.
Many students think that mathematics is simply a collection of abstract concepts and procedures. But using storytelling and interesting narratives, we can make the content much more engaging and memorable – just like in novels or movies. In this workshop we'll explore many different examples: from real life applications to puzzles, history and fiction.
Philipp is the creator of Mathigon.org, an award winning online platform that is part interactive textbook and part virtual personal tutor. He studied Mathematics in Cambridge, Maths Education at UCL, and worked as Software Engineer at Google and Bloomberg.
The workshop will explore populist elements of maths and how to harness fascinating problems and puzzles to motivate students.
Embracing the possibility that recreational maths can help students improve problem-solving skills and assist the development of logical thinking.
We will look at solving classic puzzles including "The Seven Bridges of Königsberg", tackling Martin Gardner's most captivating problems and finish off with some tips to become a Countdown numbers champion.
Adding puzzles and games into lessons can bring math to life with challenges guaranteed to keep every student on their toes - including the teacher!
Primary Maths Specialist, former Headteacher, NCETM PD, Maths-Whizz Maths Specialist, maths content developer & obsessed with making maths fun...
Maths-for-Life is an EEF-funded trial of an approach to teaching and improving learning and outcomes in GCSE maths resits.
The programme is about to go to trial and this workshop will provide insight into the project's five key topic areas, five signature pedagogies and how these support dialogic learning in ways that can make a real difference to students' learning. The adaptation of the Standards Unit Box materials has been informed over the last year by students working with 20 lead teachers. The result is a programme that has the potential to have significant impact for students.
In the workshop you will have an opportunity to work with materials and discuss their use based on classroom video as well as learning how you can become involved in the project.
Geoff convenes the Centre for Research in Mathematics Education at the University of Nottingham where he directs a large portfolio of work in research and curriculum development. He directs the Maths-for-Life project which brings together classroom materials and professional learning materials and approaches informed by many years of research carried out in the Centre. Geoff's recent research also maintains a focus on applications of maths post-16 including its development in Core Maths, apprenticeships and T-Levels.
Matt Woodford has fulfilled many roles in schools across Nottinghamshire – including Mathematics teacher, Advanced Skills Teacher, Head of Maths and an Assistant Head. He led the East Midlands East Maths Hub - working with schools and colleges across all phases in Nottinghamshire and Lincolnshire. Most recently he has been based at the University of Nottingham developing the Maths-for-Life resources – a programme designed to improve GCSE result results based around dialogic teaching.
In introduction to this important A level. Why it is worth considering as an option to offer. How to think about teaching it and the support the grassroots A level Statistics network can offer.
Alex is Head of Mathematics at Xaverian College, and a believer in the 'one step at time' approach to teaching and learning. He campaigned to save A level Statistics and continues to work hard to bring teachers together to support A level Statistics and other Level 3 Qualifications. His other mathematical interests are supporting the improvement in algebraic understanding using visual representations at KS3 and 4, campaigning for an alternative GCSE for post 16 resit students and variation theory. He also works with and leads several workgroups for the North West 1 Hub, is a member of MEI's national advisory panel and has worked with/for several examboards.
Brian is a highly experienced Maths teacher and has held a variety of different positions in mathematics and senior leadership. He is a massive Yorkshire County Cricket fan and a published crossword compiler.
Most people acknowledge that there are certain fundamental skills in Mathematics that underpin most other topics. By identifying and aiming to perfect a fixed set of 'Core Skills' alongside teaching our main curriculum we can better prepare our students to handle multi-step problems.
I will be sharing how we are using Core Skills with our students to improve on those basics whilst also introducing them into as many other topics as possible to improve our students resilience and problem solving skills.
Ben is the current Head of Maths at an inner city school in Sheffield. He has worked there for 7 years and been Head of Maths for 3.
A research led workshop on what exactly do we mean when we discuss problem solving as teachers. Why is it so important? When is the best time to tackle problem solving activities within your classroom? And how can we best present it to our pupils?
No answers are promised but the ideas of cognitive load, growth mindset, surface and deep structures, topic specific skills vs generic, and quite a bit more will be discussed.
This workshop is designed to make you think more deeply about problem solving and what to do with it.
Clare currently teaches maths at a school in Cheshire. She also has recently completed her Masters in STEM education at MMU focusing on problem solving.
Since my book, How I wish I'd taught maths, came out in January (#subtleplug), I have become increasingly obsessed with the power of intelligent variation in mathematics. In this workshop I will look at four different categories of activities that I believe can be used across all topics and all classes to help students think harder about the questions they answer and the concepts they encounter. I will also address some of the questions and criticisms these methods have encountered.
To help me in this quest, I will be joined by two fellow variation obsessives, Jess Prior (@FortyNineCubed) and Ben Gordon (@mathsmrgordon) who will each share an activity, describe the decisions they made when putting it together, and crucially what happened when they tried it in the classroom.
Whether you are intrigued, excited, concerned or entirely unconvinced by intelligently varied practice, hopefully this workshop will be of interest. Will there be another SSDD-like surprise? There's only one way to find out :-)
Craig Barton is a maths teacher, the TES Maths Adviser, creator of mrbartonmaths.com and diagnosticquestions.com, the host of the Mr Barton Maths Podcast, and the author of How I wish I'd taught maths
Enhancing mathematics education through using advanced scientific calculators, dynamic graphing and geometry programs and spreadsheets.
The new mathematics A level aims to encourage students to 'use technology such as calculators and computers effectively and recognise when such use may be inappropriate'. The DfE guidance also states that 'The use of technology, in particular mathematical and statistical graphing tools and spreadsheets, must permeate the study of AS and A level mathematics.' In this session we will explore the use of technologies to enhance the understanding of familiar topics such as: polynomial, trig, exponential and logarithmic functions; iteration; calculus; and using a calculator for statistical tables.
Mick Blaylock is a part-time tutor at MMU as well as a freelance mathematics education researcher, consultant, presenter and CPD provider. He led the DfE funded Core Maths Support Programme to introduce the new Core Maths qualifications.
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.