Join hundreds of maths teachers from primary, secondary and FE at the UK's largest events. Network. Learn. Share. Have fun!
Do you ever find that your students just don't remember what you taught last month, last week or even yesterday?
This session will review research and provide practical tips and ideas on what I have tried and tested and what I will be trying in the classroom to make Mathematics 'stick' so students remember concepts. You will also have the opportunity to discuss and reflect upon your own classroom practice.
Hinal has had several different roles from being in charge of Numeracy to KS3 Coordinator. She is passionate about teaching and learning and has completed an MA in Education. Hinal is now the Head of Mathematics and KS4 leader at Vyners School, London. The Mathematics department at Vyners School is now in the top 4% of Maths departments in the country and top 2% for disadvantaged students.
This interactive workshop will cover a wide range of research and ideas to show how increasing your students’ knowledge and use of their own data leads to improved results and better study skills. Formative, summative and self assessment data as well as self confidence, notes, teacher comments and attitudinal data all have a big part to play in student learning. In many schools the pieces are all there, they just need putting together for the student.
We’ll examine how the use of their own data can empower students and consider what types of data would be most advantageous to students at your school. We’ll look at the pitfalls of self assessment (such as the Dunning-Kruger Effect) and how best to avoid them. We will outline the principles of teaching metacognition to your students and establish what the benefits can be, particularly in relation to revision. We’ll also touch upon how best to use student data as a framework for conversations for learning.
Andrew has a decade of experience of working as a Maths teacher in the UK and Malaysia and has held departmental leadership roles for both GCSE and A-Level Maths. Recently, he has also worked as a ‘Digital Learning Coach’ across both Primary and Secondary schools, helping teachers and departments use digital technology effectively in the classroom.
Over the past few years he has presented and run workshops in Hong Kong, Singapore and Kuala Lumpur on subjects such as ‘Metacognition in Maths’, ‘Student Use of Spreadsheets’ and ‘Empowering Students With Their Own Data’. He is passionate about assessment being used for learning and students taking as active a part in it as possible.
Douglas returns with a dazzling array of digital resources to add a sparkle to you teaching:
Unsure as to where to start with mathematics education research? A gentle introduction through Cambridge Mathematics' Espressos: two-page filtered research documents designed expressly for teachers for CPD.
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.
Siegfried Engelmann’s series of textbooks, Connecting Mathematics Concepts, empowers the weakest pupils to make significant academic progress; forget your preconceptions, every pupil will retain knowledge for the long-term, thanks to structured, and frequent testing. I have never seen a happier marriage between structured practice and frequent low stakes quizzing.
In this workshop, I will outline the teaching of specific concepts over a hundred-lesson period. I will look at the relationship between addition and subtraction, interpreting diagrams as fractions, and the use of four operations with fractions, and show how each concept is taught from its simplest application, through to the most advanced problems.
Alongside this practical guide, I will also share how enlightening the experience of using Engelmann’s Direct Instruction programme has been, and how I now apply its philosophy and principles to my daily teaching with pupils of all year groups, across the whole ability spectrum.
Naveen Rizvi is a Teacher of Mathematics at Great Yarmouth Charter Academy. 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 Michaela Community School to develop her skills in curriculum design and enhance her pedagogy further with a greater focus on creating nuanced problem types. She has now moved to Norfolk to work at a transformative Inspiration Trust school.
Naveen writes a blog on her insights of the current state of education as well as sharing her pedagogical findings..
What does it mean to be ‘average’? How can our teaching of averages and related ideas support pupils in developing the concept of ‘average’?
This is the second session of an ongoing series exploring different areas of later primary and secondary maths, following the first session on graphing. This session is motivated by the teaching of averages and in particular highlighting problems with current approaches to the teaching of mathematical averages.
The aim of the session is to examine how we explain what an average is; to re-examine how the teaching of mode, median and mean can support the development of the concept of average rather than obscure it; and how this helps pupils reach a deeper understanding of ‘average’.
Peter has been teaching mathematics in secondary school for over a decade.
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/
Scaffolding is often spoken about in the same sentence as differentiation but the two are very different things. In this workshop we will explore the research behind scaffolding, advantages and disadvantages, along with types of scaffolding you can use with your classes.
I hope to give you some takeaway strategies you can have a go with straight away, along with the chance to have a play with scaffolding with colleagues.
When I started my teacher training seven years ago, there were very few teaching resources available that suited my teaching style. I set out to create a bank of resources that I could improve year on year.
I aim to include differentiation through scaffolding, questioning, mini-plenaries and total participation techniques in my lessons. Hopefully this enables teachers to assess for learning throughout the lesson and students to make progress regardless of their starting points.
I stand by the philosophy that if it's not good enough to share, it's not good enough for the classroom. I am passionate about raising standards of teaching and learning and sharing resources is one small step I can take towards reducing the workload of teachers so they can spend more time with students.
Submit your proposal here
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.