MathsConf17

St Edmund Campion School, Birmingham
Saturday, 13th October 2018

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

Networking

The day is bursting with networking opportunities and workshop time. Delegates will leave with new ideas try and new people to share the results with.

Inspiring Speakers

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


Speed Dating & Cakes

Networking and making new friends to collaborate with in the future are key aims of the event.


Programme

  • 08:30

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

    Welcome and introduction, Mark McCourt, Chief Executive, La Salle Education
    Welcome from Main Sponsor, Andrew Taylor, AQA
  • 09:50

    Speed Dating
  • 10:20

    Workshop 1
  • 11:20

    Coffee Break / Networking / Exhibition
  • 11:40

    Workshop 2
  • 12:40

    Lunch / Networking / Exhibition / Maths Cakes Competition / TweetUp and Do Some Maths
  • 13:40

    Workshop 3
  • 14:40

    Coffee Break / Networking / Exhibition
  • 15:00

    Workshop 4
  • 16:00

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

Workshops

Want to Present a Workshop?

 KS1 
 KS2 
 KS3 
 KS4 
 KS5 
 FE 

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

Is reality always kinder than the stories we tell about it? – Working with relatable real world data to motivate the less engaged

 KS3 
 KS4 
 KS5 
 FE 

When will we ever use maths? Like every teacher on the planet I have heard this question countless times and while I obviously don’t attempt to make all topics ‘real world’ there are times when broadening the experience of maths can be a powerful tool in shifting attitudes.

During this lively and interactive workshop you will get the opportunity to explore your own perception of reality and compare it with real world data. We will look at how different presentations of data can make us feel. You will leave with ideas and tools for the classroom that will engage your students and help them to develop into questioning adults.

Catherine Van Saarloos @CoreMathsCat

Over her teaching career of 12 years Catherine has moved from Grammar to Comprehensive to FE. She has been Curriculum Team Leader, Level 3 Lead of Maths Hub NW3 and is now Core Maths Support and Development Coordinator with MEI but continues to teach GCSE Resit and Core Maths alongside this in college. She is passionate about encouraging society to have a more positive view of mathematics and delighted that she now gets to support teachers across England with the delivery of Core Maths.

Developing Excellence in Mathematics

 KS3 
 KS4 

Best-selling author Simon Singh outlines three current projects that he has pioneered in the UK, 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. Parallel is freely available to all schools, just like his second project, Who Wants To Be A Mathematician, which is a maths competition aimed at 6th formers. And the Top-Top Set Maths Project currently works with a dozen schools to subsidise an additional maths set (beyond the normal top set), with the intention of consistently stretching the keenest maths students from Year 7 upwards.

Simon Singh @slsingh

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.

Literacy in Mathematics

 KS2 
 KS3 
 KS4 
 KS5 

The new Mathematics GCSE, with its increased focus on real world problem solving, demands higher literacy skills than ever before. It would be a great shame if we taught our students all the mathematical content and problem solving skills they needed and they didn't get the results they deserve because they couldn't understand the mathematical language used in the examination questions! In this presentation I will share ideas, strategies and resources that I have used to engage students and develop their literacy skills my lessons. I love developing literacy in Mathematics and hope I can inspire you to love it too!

Jo Locke @jolocke1

Jo has been teaching for over 10 years in a variety of roles including Director of Maths. Now safely back in her favourite role as Lead Practitioner at a large, mixed comprehensive school in Lincolnshire she loves talking about all aspects of teaching and learning and is very keen to hear from anyone else on twitter who shares her love of literacy in Mathematics

Kasparov's Law and Origami - Working with Technology to Solve Complex Problems

 KS2 
 KS3 
 KS4 

This workshop will explore how teachers can enable students to work with technology, developing strong processes to solve complex problems.

The problems will be created from origami models, dividing A4 paper into equal parts exactly and making various geometrical shapes.

This will be a hands-on practical session that will touch on some of the underlying mathematics with the help of technology and a discussion of Kasparov's Law, which gives a strong argument in support of why perhaps paper is good for origami and computers are better for calculations.

Andy Parkinson @andyparkinson31

Andy is an education adviser with the States of Jersey and an NCETM PD Accredited Lead. Previously teaching for over 25 years, a number as a Head of Mathematics in the UK and overseas.

He is committed to making mathematics more relevant to 21st learners by focussing on thinking and process.

He has folded more pieces of paper than the annual average revolutions of a fidget spinner and played more chess than Google's AlphaZero but not (yet) managed to learn as effectively.

Singapore Maths and Dyscalculia - The Perfect Match?

 KS1 
 KS2 

This workshop will explore how the approaches used in Singapore Maths can support learners with Dyscalculia and those with more general difficulties in mathematics. The session will look at how the concrete - pictorial - abstract approach can give learners a much deeper understanding of a concept and how to develop visualisation and number sense through techniques such as bar modelling and the number bond diagram. The session will identify the specific difficulties that dyscalculic learners have and highlight how to ameliorate these difficulties through development of the five core competencies in mathematics - namely visualisation, metacognition, generalisation, number sense and communication.

Judy Hornigold @dyscalculiainfo

Judy is an independent educational consultant specialising in dyscalculia and dyslexia and has been a Singapore Maths trainer, for UK based Maths No Problem since 2014. She is particularly passionate about the teaching of maths and of finding ways to support learners with dyscalculia and general maths learning difficulties.

Consequently, Judy has written the PGCert in Dyscalculia and Maths Learning Difficulties for Edge Hill University and an accredited dyscalculia course for the BDA.

Judy lectures on Inclusion for Edge Hill University and is an Associate Tutor for the BDA. She also delivers lectures and workshops throughout the UK and internationally. She has written several books on dyscalculia and maths generally, as well as a guide for parents of children with dyslexia.

The Use of Lego and Video as Part of Teaching, Learning and Assessment

 KS3 
 KS4 

This workshop will cover approaches using Lego to support low, middle and high ability students in their accessing and enjoyment of the learning of mathematics.

We will show how the use of Lego demonstrations makes clear explanations and makes work accessible for students through fun and creativity. We will also cover tailoring Lego based tasks to individual needs with differentiated success criteria.

I will also explain how I use YouTube videos of final displays as a way of formative verbal assessment, which can be viewed again for revision and recap of topics. (examples can be seen on Youtube "Martin Maths")

Martin McCutcheon @mrminutemaths

Maths teacher in Oxford. Loves Lego. and football. and travel. Previous career in Government gives ideas for application of mathematics in workplace.

Tackling Reteaching

 KS2 
 KS3 
 KS4 

For far too long, my Year 10 or 11 lessons on adding fractions or finding the nth term of a linear sequence, would have looked very similar to my Year 7 or 8 lessons on the same topic. Considering the frequency with which we re-teach topics to students, I think I was missing a trick.

In this workshop, we will look at practical strategies and resources for re-teaching which can be applied across all year groups and across the attainment range. I will share how I now make more effective use of formative assessment to determine prior knowledge, and how my planning involves considering students’ feelings about topics they have encountered previously.

Jess Prior @FortyNineCubed

Jess completed the Teach First Leadership Development programme in 2015, teaching Mathematics in Portsmouth for two years. She is now a full-time Maths teacher at a comprehensive school in Bath, and loves talking about Maths and teaching on Twitter.

Exploring Creative Thinking & Problem Solving

 KS1 
 KS2 
 KS3 

Well planned puzzle and problem-solving activities can bring maths to life with challenges guaranteed to captivate learners. Problems present students with the mathematical freedom to focus on their learning instead of obsessing over the answer. In this workshop, we will explore how to build in more opportunities for problem-solving into lessons. Drew believes that devoting time to problem-solving helps develop young independent mathematicians with logical thinking, strong reasoning skills and creative flair.

The session will be interactive with fascinating problems and puzzles from the likes of Alcuin of York, Martin Gardner, and Jo Boaler. Drew will finish the session exploring different approaches to using maths games such as “Prime Climb” by Dan Finkel as powerful teaching tools.

Drew Foster @drewfoster0

Drew Foster is a passionate educator, teaching for 20 years in primary schools. He promoted to Deputy Headteacher and then Headteacher of a successful primary school.

Drew teamed up with educational entrepreneur, Tony Cann CBE, founder of Promethean and authored the maths website www.learningclip.co.uk. Alongside this, he worked on studies focused on teaching maths using Edtech with the Institute for Effective Education (IEE) and The Education Endowment Foundation (EEF).

His diverse career also includes other highlights including working for AQA and even appearing on Teacher’s TV. He is currently a Maths Specialist at Whizz Education working in schools across the north of England.

Maths for Every Subject

 KS3 
 KS4 

Maths appears everywhere. We've always known that. But, how is it used? What questions are asked? What are our students expected to do? How can we ensure that we aren't just preparing students for their maths exams, but for their other exams too? What barriers occur as a result? This workshop will cover many areas of maths across the curriculum and force us to look at how we can not only support our maths colleagues, but every colleague in our schools.

Natalie Godwin @Godwin_Maths

Natalie is currently working as a Lead Practitioner in a school in Stoke-on-Trent. She works on developing various areas in teaching and learning within her faculty and whole school. She also work as a Specialist Leader of Maths (SLM) for the Maths Excellence Partnership (@StokeMEP).

Time to revisit...Teaching for Mastery

 KS2 
 KS3 
 KS4 

Time to go contentious! The word "mastery" has acquired different meanings both in literature and in the hearts and minds of maths teachers. Some people are completely sold on its benefits, others see it as a curse upon the classroom. In this session I want to bring together my experience of using teaching for mastery approaches, developed from working with the NCETM for two years as well as my wider reading and collaboration. I want to dispel some of the myths when it comes to teaching for mastery approaches and focus on some of the strategies, such as use of representation, variation theory and the idea of coherence, that seem to recur in many different conversations and in much of the literature.

Peter Mattock @MrMattock

Peter Mattock has been teaching mathematics in secondary schools for nearly 15 years. He is a regular presenter at mathematics conferences across the country, and his first book "Visible Maths" is due to be published in December. 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.

The Wonderful World of Maths Revision

 KS5 
 FE 
 KS4 

A foray into maths revision; the research and the application. Effective revision approaches, memorable maths and what actually works in the classroom and beyond. Don't let your students just leave and not study! Re-vision the maths, seeing it differently second time around.

Julia Smith @tessmaths

Julia is a maths teacher trainer, working across all Key Stages. Primarily an expert in FE maths, both GCSE and functional maths, Julia also authors for Cambridge University Press, BBC Bitesize, AQA, Pearson and Collins.

How to Solve An Adfected Quadratic

 KS5 
 KS4 
 KS3 

Over the last 200 years, much has changed in the teaching of mathematics. In this workshop we'll look at things that were done really well in Victorian times, and things that were done really badly. We can learn from both. This workshop will focus particularly on quadratics. We'll look at interesting methods for solving quadratic equations and examine how this wonderful topic was taught in the 1800s. This will be of interest to any teacher looking to develop both their subject knowledge and their classroom practice.

Jo Morgan @mathsjem

Jo is a Lead Practitioner at Harris Federation in London. 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.

Using The Desmos Activity Builder

 KS5 
 FE 
 Higher 

This workshop builds on previous Mathsconf Desmos workshops and will introduce the Desmos Activity Builder. We shall explore the Desmos activities that are already out there (many created by the team at Desmos) before looking at designing a classroom Desmos activity from scratch and then building it with Activity Builder. If time permits we may also take a look at the new Computation Layer facility in Desmos.

Tom Bennison @edhall125 & Edward Hall @DrBennison

Following completion of a PhD in Applied Mathematics, Tom Bennison is pursuing a career in teaching and is now a second in Department in Derbyshire and the Level 3 Lead for the East Midlands West MathsHub. He regularly presents at conferences and Teacher events across the UK. 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. Exposing the beauty of mathematics to students is important and he believes the use of technology in the classroom is an extremely powerful tool for this. He advocates the use of interactive activities alongside the more traditional exercises to develop understanding and intuition amongst students. He is also one of the editors for the Tarquin Group A-Level series.

Edward is currently a mathematics Teaching Fellow at the University of Leicester (but soon moving to the University of Nottingham). He has six 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.

My Top Ten Tech Tips

 KS3 
 KS4 
 KS5 
 FE 

1. Top Google Earth Objects

2. Top Large Data Sets on the Web

3. Top Uses of Excel

4. Top Problem Solving Ideas

5. Top Twitterers to Follow

6. Top Maths Blogs

7. Top YouTube Channels

8. Top Mathematics Entertainment

9. Top Dynamic Software for KS3-4

10. Top Dynamic Software for KS5

Most mathematics teachers are overwhelmed by the kaleidoscope of technology choices facing them. Douglas will make a special selection of tried and tested lesson plans using ideas from his celebrated TSM Resources site, and using a range of tech ideas that show the power of dynamic images.

Douglas Butler @douglasbutler1

After 30 years teaching secondary mathematics, Douglas now concentrates on running popular TSM workshops and developing www.tsm-resources.com and Autograph.

Collaboration & Creativity with Technology in the Maths Classroom

 KS3 
 KS4 
 KS5 
 FE 

Join us for a hands-on session where we’ll be exploring tools and strategies to integrate technology effectively into the maths classroom. By encouraging 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 by using a set of accessible, easy to use technology tools.

Walking through a fresh approach to creating resources and tasks and by 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 will leave the session with practical ideas on how to use a range of tools that deepen learning, and inspire and engage pupils with technology.

Attendees should bring their phones to get involved in this interactive and engaging session.

Facilitated by Texthelp - helping every pupil to understand and be understood.

Patrick McGrath @TH_PatrickM

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.

How to solve linear equations, 100%, guaranteed

 KS2 
 KS3 
 KS4 
 KS5 

Solving linear equations is core to so much secondary mathematics, and yet it’s a topic we struggle to introduce and help all pupils master. Techniques like ‘flip and ping’ build misconceptions. ‘Reverse function machines’ break as soon as we hit ‘unknowns on both sides.’ ‘Conceptual approaches’ like algebra tiles rarely translate into procedural fluency with abstract, written algebra.

But, surely, there must be a way to teach pupils to solve equations that would guarantee every one of them would be successful, quickly, without doubt.

In this session, Kris Boulton will explain how he has applied the principles of Direct Instruction and Atomisation to create a logically faultless approach to solving equations. Once you see the four steps that really go into solving supposed ‘one-step equations,’ it will not only become obvious why so many pupils struggle, but also how to adjust your teaching to completely eliminate that struggle.

KRIS BOULTON @Kris_Boulton

Kris Spent five years working as a maths teacher in inner-city schools, including the game-changing King Solomon Academy. He blogs and writes for the TES, and his interest in teacher education stems from the belief that it's one of the biggest levers we have for school improvement.

Year 7 pupils, what do they REALLY know?

 KS2 
 KS3 
 KS4 

How shall we baseline our Year 7 students in September?

Should we test them?

Their SATS score is low/high, I wonder what they struggled/excelled with? Our maths team have recently been investing more time in the KS2 curriculum, testing & feeding this into our KS3 lessons. I would like to share with you how you can too!

Laura Wakefield @missmews1

Laura is currently a lead practitioner at an outstanding secondary school in Warwickshire and previously was a Head of Maths at a secondary school in Sandwell. She has been teaching for 7 years and love my job. This will be her first time delivering a workshop, usually she is sat in the audience, and has enjoyed attending several MathsConfs in the past.

The Pareto Principle of Lesson Planning!

 KS1 
 KS2 
 KS3 
 KS4 

Does planning your lessons take forever?

Do you feel that your pupils aren’t making the right mathematical leaps in their understanding that you planned for them to make?

Do your pupils understand the concept being communicated on the third or fourth attempt, very rarely the first?

What If I could tell you that it is possible to plan your lessons so your pupils can learn the concept being taught on the first attempt, especially your weakest pupils!

In this session, I will talk about how the Pareto Principle can be applied to your planning. How is it possible to plan your lessons where 20% of what you have planned accounts for 80% of your results. We will look into how to plan a particular unit of work, break down the topic being taught into component skills, and plan worked examples and practice exercises to allow the highest percentage of your pupils to understand the concept being taught, on the first teaching attempt.

Let’s get rid of the common practice of re-teaching by learning about the Pareto Principle of Lesson planning!

Naveen Rizvi @naveenfrizvi

Naveen entered teaching profession via The Leadership and Development programme (LDP) with Teach First in 2013. She started her career in a South-Manchester all-girls school. She then joined Michaela Community School in 2015 to develop her teaching, and understanding of curriculum design.

In 2017, Naveen joined Great Yarmouth Charter Academy to work alongside famous Headmaster Barry Smith who successfully turned around the teaching and behaviour in the school, the first set of GCSE results were almost double the academy’s predecessor school.

In 2018, Naveen joined United Learning as a Curriculum Advisor. Her role is to create curriculum resources for the Year 7 and Year 8 curriculum for all 35 schools in the trust. The resources created using the components of Direct Instruction and Variation Theory.

Screencasts and their role in creating independent learners

 KS4 
 KS5 

This workshop will focus on screencasts*. It will cover how to record screencasts and how to model their use in class so that pupils/students can then use them effectively out of class.

It will also cover the benefits of having a maths website for your school and how you could use www.dawsonmaths.co.uk as the starting point for your own website which you could then personalise for your own school.

*screencasts are short videos made by recording everything which is happening on the computer screen together with the spoken commentary.

Charlie Dawson @dawsonmaths

Charlie Dawson has been a head of mathematics for 16 years at a large secondary comprehensive school in Suffolk. In that time only 4 members of the department have left to teach at other schools, and no one has left the teaching profession (except for those retired). His website, www.dawsonmaths.co.uk , which has links to well over 3000 screencast solutions to GCSE and A level exam questions, has significantly improved the quality of pupil/student independent learning.

Exploring Integration

 KS5 
 FE 
 HIGHER 

At A-Level Integration is often presented as a technique that is then just used. In this workshop we will look in more detail at integration beginning by exploring the history of the topic. We will then look at some interesting integrals and techniques for their resolution.

Edward Hall @edhall125 & Tom Bennison @DrBennison

Edward is currently a mathematics Teaching Fellow at the University of Leicester (but soon moving to the University of Nottingham). He has six 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.

Following completion of a PhD in Applied Mathematics, Tom Bennison is pursuing a career in teaching and is now a second in Department in Derbyshire and the Level 3 Lead for the East Midlands West MathsHub. He regularly presents at conferences and Teacher events across the UK. 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. Exposing the beauty of mathematics to students is important and he believes the use of technology in the classroom is an extremely powerful tool for this. He advocates the use of interactive activities alongside the more traditional exercises to develop understanding and intuition amongst students. He is also one of the editors for the Tarquin Group A-Level series.

More Workshops Coming Soon...


Extras

Maths Cake Competition

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 - St Edmund Campion School


Event Supporters

'La Salle Education'
'Cambridge University Press'
'Pearson Education'
'CGP Books'
'Mathematical Assocation'
'ATM'
'AQA'
'WJEC Eduqas'
'Corbettmaths'
'Daydream Education'
'Science Studio'
'The Training Partnership'
'TextHelp'
'Oxford University Press'
'Education & Training Foundation'
'Seneca Learning'
'Mathspire'
'Maths Inspiration'

Contact Us

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LA SALLE EDUCATION