Join hundreds of maths teachers from primary, secondary and FE at the UK's largest events. Network. Learn. Share. Have fun!
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.
This workshop will be a brief introduction to the STEP, MAT and TMUA examinations. It will cover up to date information about the content of each exam and which Universities accept them. I will then look at how you can support your students that are planning to take the exams. I promise I won't get you doing actual STEP questions.
I am 2nd in Department of a large Secondary school in Peterborough and am responsible for KS5. I have been teaching for 14 years across KS3-5. I have a daughter, 2 stepchildren and 2 dogs. I'm also a massive geek.
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 that 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 an example whereby I use the power of self-explanation to aid student understanding.
At the end of this workshop I will reveal a project that I have been working on if I have completed it by this point (I am hoping so)! You will have to wait and most importantly, attend my workshop to find out!
Joe is an enthusiastic maths teacher and is passionate about finding improved ways of teaching the mathematics curriculum. Currently, Joe works as a mathematics teacher in Sutton Coldfield. He is interested in the use of Variation Theory and Atomisation inside of the classroom. Joe has heavily contributed to the material that is available on Craig Barton's Variation Theory website.
For most mathematicians, creativity is an essential part of their work: the ability to see patterns and relationships, to come up with new models and representations, or to find unexpected links between different topics. Unfortunately, this is rarely the case in the school curriculum.
In this presentation we want to discuss how you can bring creativity into your classrooms – from art and music (tessellations, Origami, rhythm , symmetry groups) to puzzles and problem solving.
Philipp studied mathematics at Cambridge University, and mathematics education at the UCL Institute of Education in London. He is a software engineer at Google, and founder of Mathigon.org, a an interactive learning platform for secondary mathematics. Mathigon has won numerous awards, was featured in the Guardian, and called “a front-runner for a new generation of textbooks” by Common Sense Education.
This session has two parts:
1) A look at how "escape room" type tasks can be used to engage learners with maths. By working together to solve problems and clues, learners can make amazing progress within a topic or revise prior learning in active way. A typical escape room task uses padlocks, combinations locks, problem solving and team-work in a "micro" version of the popular pastime.
2) An Escape Room task! Delegates will have their own task to solve in teams, using maths skills from KS3 to KS5 as well as channelling their inner Sherlock.
Emma specialises in motivation, ensuring that students have belief and self-confidence in their abilities. She infects her fellow teachers with that confidence, and shows her students that it’s good to be a geek.
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.
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.
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!