MathsConf22

Manchester
Manchester Enterprise Academy Central (M14 6PL)
Saturday, 14th March 2020

Join hundreds of maths teachers from primary, secondary and FE at the UK's largest events. Network. Learn. Share. Have fun!

Inspiring Speakers

Our workshop leaders and speakers have one thing in common: their love of mathematics education.


Maths Cake Competition

Networking and making new friends to collaborate with in the future are key aims of the event. What better way to get to know someone than over a cup of tea and a calculator shaped sponge cake?


Programme

  • 08:30 - Registration

    Arrival / Networking / Morning Refreshments / Exhibition
  • 09:30 - Assembly

    Welcome and introduction, Mark McCourt, Chief Executive, La Salle Education
    Welcome from Main Sponsor, Andrew Taylor, AQA
    Welcome from Key Sponsor, OUP
  • 09:45 - Form TIme

    Speed Dating - Your chance to share your favourite maths ideas
  • 10:10 - Period 1

    Workshops
  • 11:00 - Morning Break

    Coffee Break / Networking / Exhibition
  • 11:20 - Period 2

    Workshops
  • 12:10 - Changeover

    This is not a break… quick! Dash to Workshop 3!
  • 12:15 - Period 3

    Workshops
  • 13:05 - Lunchtime

    Lunch / Networking / Exhibition / Maths Cakes Competition / TweetUp and Do Some Maths
  • 14:10 - Period 4

    Workshops
  • 15:00 - Playtime

    Coffee Break / Networking / Exhibition
  • 15:20 - Period 5

    Workshops
  • 16:10 - Graduation

    Closing Remarks, Maths Cakes Competition Winners Announced, Prizes, Postcards and Farewells

Workshops

Want to present a workshop?

MathsConf is all about teachers learning from each other, sharing what they've learnt in their classrooms and through their research. We welcome MathsConf workshops on a variety of topics from a variety of presenters - from primary to FE and beyond.

If you'd like to lead a workshop submit your proposal here.

An introduction to Cuisenaire Rods

 KS1 
 KS2 
 KS3 
 KS4 

This practical workshop will explore how Cuisenaire Rods can be used to model mathematical concepts and secure a greater depth of understanding. The concrete - pictorial - abstract (CPA) approach is seen as a highly effective teaching method that develops a deep and sustainable understanding of maths in students.

More and more schools are adopting a mastery approach to teaching maths, this session will explore how to embed concrete representation into lessons using Cuisenaire Rods. We will look at practical ways to use manipulatives in both primary and secondary settings including examples of how to use manipulatives to teach early number, investigate magic squares and explore effective pedagogies to teach trigonometry.

Drew Foster @drewfoster0

Drew Foster is a maths teacher with over 20 years experience teaching in primary and secondary schools. He was a Deputy Headteacher and then Headteacher of a successful primary school before Drew teaming up with educational entrepreneur, Tony Cann CBE, founder of Promethean. Drew created the maths website www.learningclip.co.uk. and then devevoped the prototype for www.LBQ.ORG that developed innovative methods for teaching maths. Alongside his work in educational technology, he worked on studies focused on the teaching of maths with the Institute for Effective Education (IEE) and The Education Endowment Foundation (EEF). His diverse career includes other highlights such working for AQA and even appearing on Teacher’s TV. He is currently a Maths Specialist at Mangahigh as well as full time maths teacher.

Circle theorems: rigour and flexibility

 KS4 

This workshop focuses on how to teach circle theorems in a way that is rigorous yet supportive, whilst enhancing pupils’ fluency with other aspects of maths. We will look at common stumbling blocks and language issues within this topic and how they can be tackled. By the end you will have a framework for your planning and lots of examples and ideas to use in lessons.

Dani Quinn @danicquinn

Dani has been Head of Maths at Michaela Community School for almost 5 years. The school has had a lot of success with helping the majority of pupils to access - and enjoy! - the higher content at GCSE maths, and she hopes the strategies that have worked for her will help your pupils to experience success with tricky elements of maths too.

Doing The Right Stuff

 KS3 
 KS4 

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, 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.

David Taylor @taylorda01

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 created the award-winning Increasingly Difficult Questions web site.

How To Write A Problem

 KS2 
 KS3 
 KS4 
 KS5 
 FE 

Have you ever wondered how the problems in competitions such as the UKMT Maths Challenges and Olympiads are composed, or thought about creating some of your own, without knowing where to begin?

In this session, I will share stories from my experience of attempting to write problems suitable for national and international competition, my thoughts on what makes a 'good' problem, and examples of the very best problems I have discovered from around the world.

By the end, I hope to have encouraged as many of you as possible to have a go at writing some problems yourself, an activity I have found immensely rewarding over the last few years.

Daniel Griller @puzzlecritic

Daniel Griller is an educator, problem composer and author. He has taught mathematics at a secondary school in southwest London for seven years, coaching teams of pupils to two national titles at the FSMP/UKMT Senior Team Maths Challenge and a Hans Woyda Maths Competition crown. An experienced problem designer, his inventions have appeared in the British Maths Olympiad, the Senior Maths Challenge and the Intermediate Maths Olympiad, as well as in the Guardian, on Radio 4, and in his books Elastic Numbers and Problem Solving In GCSE Mathematics. He sits on the British Maths Olympiad Setting Committee, and is Chair of the Intermediate Olympiad Problems Group

Making a Start with Manipulatives

 KS2 
 KS3 

Have you ever sat in a CPD session where manipulatives were discussed, had some great ideas, but not known where to start? In this session we will look at some simple ways to begin using manipulatives with students. We will discuss the routines that are important to establish, the language that is useful to use and some simple tasks which will introduce students to manipulatives, allowing them to feel success and value them as a learning tool. We have spent two years as a department trialling different ways to use double sided counters, algebra discs and algebra tiles with a variety of classes, for a variety of topics. If you want ideas about how to begin, in an affordable way, then you’ll find this session useful.

Kate Milnes @katban70

Kate has been teaching for 12 years and currently leads a large maths department in Blackburn. She is also the organiser of the Blackburn branch of LIME (Leaders Improving Maths Education).

Steve Jenkinson @jenkinson_mr

Steve has been teaching for 14 years and is currently the KS3 Co-ordinator in a large maths department in Blackburn.

Ben Mercer @bmercersaintwi1

Ben has been teaching for 2 years in a large maths department in Blackburn.

Maximising the Effectiveness of Examples

 KS3 
 KS4 
 KS5 

I have recently been having a lot of questions as to how I give examples in my lessons. I am honoured to be asked about this on a regular basis and am now excited to share all the types of examples I use for each topic with you. Many of us have read Craig Barton's book 'How I wish I'd taught Maths' and used his fantastic Variation Theory website, but have we ever thought about what else we can do to make presenting examples even better than what is suggested in this book?

The modelling of questions has been a popular concept in the past couple of years, but can we make this process better than it already is? In this workshop we will discuss the power of presenting examples in different ways. It all started back in my training year (not that long ago) when I picked up Craig's fantastic book. I was fascinated by the simple, but incredibly effective method of example-problem pairs. These problem pairs became a regular occurrence in all my lessons, however, this quickly got a little obsessive and I just thought that this was the answer to everything. I did not pay much attention to the rest of the chapter as I thought that my prayers had been answered! Turns out that there are more ways to present examples and it really does depend on the situation. I use example-problem pairs, supercharged worked-examples, examples by fading, supercharged examples with fading (my favourite) and examples whereby I use the power of self-explanation to aid student understanding.

Joe Berwick @BerwickMaths

Joe is an enthusiastic mathematics teacher and is passionate about finding improved ways of teaching the mathematics curriculum. Currently, Joe works as a mathematics teacher in Sutton Coldfield, but the hope is to be a leading practitioner in the field of mathematics teaching in years to come. He is interested the use of Variation Theory, Atomisation, Covertization and the presentation of examples inside of the classroom. Joe has worked since early last year to bring his ideas to life by producing a website which will be presented in this session.

Percentages through the Key Stages

 KS2 
 KS3 
 KS4 
 KS5 
 FE 

As featured on Craig Barton's MEI Conference podcast this is your opportunity to watch A level students struggle with KS2 SATs questions. This interactive workshop looks at the percentages journey from Key Stage 2 to Key Stage 5. We'll have the chance to discover how students at different levels approach similar problems, and to develop an awareness of how we can build on students' prior experience. It is aimed at teachers of all levels.

Catherine van Saarloos @CoreMathsCat

After gaining her BSc in Mathematics, Catherine completed her PGCE in Secondary Mathematics in 2006. She has taught all levels of Mathematics in a Grammar School, a Comprehensive and a Further Education college. She left her role as Head of Maths in 2018 to begin working for MEI supporting schools and colleges establish and grow Level 3 Core Maths.

Proper Interleaving: How to teach everything

 KS3 
 KS4 

Have I taught everything within this unit? Oh, I didn't teach the connection between trapeziums and Pythagoras Theorem! I didn't think about connecting this with surds... or algebra... or quadratics!

Interleaving is an easy way to make sure you cover the whole domain of knowledge. Not only that, it guarantees pupils remember what they learn, and develops 'far transfer'; essential for A-A* exam grades.

But proper interleaving is not just throwing out random past exam questions. So what exactly is it?

In this session, I will answer this question, and show you tried and tested examples. We'll look at Pythagoras Theorem, Area of a Trapezium, Circle Theorems and more.

Naveen Rizvi @naveenfrizvi

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.

Proving Tricky

 KS4 
 KS5 

The new A-level syllabus places a far greater demand on students' abilities to construct a mathematical argument, whether it be through an instruction to 'show that...', to 'fully justify your answer' or to provide a formal mathematical proof.

Students unused to facing such challenges need to develop strategies for attacking these problems. Based upon my interpretations of John Mason's work on specialising and generalising, this workshop explores approaches to task design that you can use to help students develop their mathematical thinking. In addition, you will get the opportunity to do some very tricky maths!

Sam Blatherwick @blatherwick_sam

Sam Blatherwick is Head of Maths at Ashby School in North West Leicestershire, one of the few remaining 14-18 schools in the region. He has been teaching maths for 10 years and has been Head of Maths for two years.

Pushing mathematical understanding with the Rekenrek

 KS1 
 KS2 

This hands-on workshop is a must see. You will be introduced to the most versatile, visual, concrete manipulative that will change the way you feel about using the CPA approach in KS1 and KS2. This packed, one hour session will transform the way you teach the times tables, mental maths, addition and subtraction, not to mention fractions and percentages. You will be shocked and amazed at how this one tool can be the mess-free answer to children developing a deeper understanding of so many concepts. Join in on the rekenrek workshop and you too will be singing the praises of this simple tool.

Amy How @rekenrek101

Amy is a Canadian who moved to the UK to pursue her dream of spreading the word globally on using the rekenrek. She has been a Primary teacher for 17 years in Canada as well as at an International school in the Netherlands. She has a Masters degree in Education and has taught Bachelor of Education maths courses at Acadia University. Amy is an author, presenter, primary maths specialist, SLE and university professor. She has an infectious passion and enthusiasm for teaching and will keep you engaged and entertained throughout the presentation.

What's the problem with multiplication? 'Making sense of x' Classroom research in action

 KS1 
 KS2 

Are you worried that many of your Lower Key Stage 2 (LKS2) children just cannot seem to learn their multiplication facts? The Herts for Learning - Making sense of ‘x’ research project aims to measure the impact of providing children with a progressive pathway through multiplication concepts such as group structure, coordinating units, associative and distributive law. The project incorporates strategies such as skip counting, number pattern recognition and control of the array.

In this session we will be sharing our findings so far; what have we discovered through our diagnostic assessment, which teaching strategies work and why? Come and find out if we have managed to improve the trajectory of LKS2 pupils by increasing the number of pupils able to access multiplication understanding and facts fluently

Charlie Harber @HarberCharlie

Charlie Harber is a Teaching and Learning Adviser for Herts for Learning specialising in mathematics, predominantly within the primary phase but increasingly engaging with KS3. She is inspired by active research within schools, her previous areas of research include: the development of early fluency in KS1, embedment of bar modelling throughout primary (ensuring progression and purpose), and variation theory. She is about to embark on a new research project with colleagues at HFL exploring why multiplicative reasoning is so challenging for pupils and how we can improve children’s understanding, fluency and flexibility. Previously, Charlie has taught across all year groups of primary and still enjoys teaching pupils regularly.

Rachel Rayner @Rachelrayner54

A passionate advocate for her subject, Rachel works in schools nationally to drive up standards in mathematics. Through her engaging training, involvement in action research projects and speaking engagements, she provides easily actionable advice that is practical to the classroom and inspires teachers wherever she goes. As a blogger and writer of materials, Rachel seeks to spread the good word, support teachers and cause thinking as well as learn some more on the way. She still loves to teach.

Rachael Brown @RACHAELBMATHS

Rachael Brown is a Teaching and Learning Adviser for Herts for Learning (HfL) specialising in primary mathematics. As part of the advisory team, Rachael has created planning materials, diagnostic assessments and leadership materials which are used in schools nationally. Rachael is currently co-leading a new research project with colleagues at HfL exploring why multiplicative reasoning is so challenging for pupils and how we can improve children’s understanding, fluency and flexibility. Rachael is passionate about strengthening leadership on the ground in schools and currently leads the HfL’s year-long mathematics subject leadership programme.

Autograph for KS4

 KS3 
 KS4 

Completing the square; equation of a circle and its tangent; exponentiial graphs.

Gradient/area under a graph; distance/velocity/time plots; trig graphs, translations/reflections of a function; vectors.

• Martin: Linear/quadratics; inverse functions.

Douglas Butler @douglasbutler1

Douglas has had a lifetime teaching secondary mathematics, running the popular TSM workshops and leading the development of Autograph.

Martin Withington @martinwithingto

Martin has taught secondary mathematics and was a regular Autograph tutor at the popular TSM workshops.

Autograph for Statistics

 KS3 
 KS4 
 KS5 
 FE 

Completing the square; equation of a circle and its tangent; exponentiial graphs.

KS4: Raw/discrete/continuous, box plots, outliers, quartiles, histogram.

• Leona: Scatter graphs, line of best fit.

KS5: discrete/continuous probabilities; population/sampling; dot plot, box plot, histogram; outliers; scatter diagram, least squares, correlation.

• Leona: Binomial, Poisson, normal; hypothesis testing.

Douglas Butler @douglasbutler1

Douglas has had a lifetime teaching secondary mathematics, running the popular TSM workshops and leading the development of Autograph.

Leona So @lwyso

Leona has taught secondary and college level mathematics and is now a regular tutor on the MEI AMSP program.

Autograph for KS3

 KS2 
 KS3 

Regular polygons, transformations, circle theorems/properties, vectors; area/volume of standard 2D/3D objects.

• Leona: Straight line, solving 2 simultaneous equations, quadratic functions.

Douglas Butler @douglasbutler1

Douglas has had a lifetime teaching secondary mathematics, running the popular TSM workshops and leading the development of Autograph.

Leona So @lwyso

Leona has taught secondary and college level mathematics and is now a regular tutor on the MEI AMSP program.

Autograph for Mathematics A level

 KS5 
 FE 

Completing the square; equation of a circle and its tangent; exponentiial graphs.

Calculus concepts, fundamental theorem; exponential/logs, trig graphs/radians, transformation of graphs; trapezium rule for integration, domain and range; vector algebra in 2D and 3D; 1st order differential equations.

• Martin: Parametric graphs; Newton-Raphson iteration.

Douglas Butler @douglasbutler1

Douglas has had a lifetime teaching secondary mathematics, running the popular TSM workshops and leading the development of Autograph.

Martin Withington @martinwithingto

Martin has taught secondary mathematics and was a regular Autograph tutor at the popular TSM workshops.

Autograph for Further Maths A level

 KS5 
 FE 
 HIGHER 

Complex numbers, loci, roots of unity; volumes of revolution; matrices/transformations; polar graphs; inverse trig/hyperbolic functions.

Statistics: least squares regression, sampling.

Janet: 3D vectors, lines and planes; 2nd order linear differential equations.

Douglas Butler @douglasbutler1

Douglas has had a lifetime teaching secondary mathematics, running the popular TSM workshops and leading the development of Autograph.

Janet Smith @JanetAdeleSmith

Janet has taught secondary and college level mathematics in Cambridge, and has been a regular contributor to the TSM workshops.


Extras

Speed Dating

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.

Happy dating!

TweetUp and do some maths!

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.

Maths Cake Competition

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!


Event Location


Event Supporters

'La Salle Education'
'Manga High'
'Tarquin'
'Daydream Education'
'AQA'
'WJEC Eduqas'
'Association of Teachers of Mathematics'
'GCSEPod'
'Oxford University Press'
'OCR'
'Mathematical Association
'YPO'

Contact Us

By phone:
020 8144 4748
By email:
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Or find us at:
121 King's Cross Road
London
WC1X 9NH