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.
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.
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.
Changes in curriculum, assessment and technology over the last five years have left us in a bit of a calculator crisis. Many Year 11s are going into their GCSE exams totally unaccustomed with using a calculator and unfamiliar with even the most basic calculator functions. In this workshop we will explore resources that help us to embed calculator usage when teaching maths throughout Key Stage 3 and 4.
This session isn't about how to use a calculator - it's about opportunities to use calculators when teaching topics like place value and indices. It would be helpful if you bring your own scientific calculator to this workshop, but it's not essential.
Jo is a maths teacher and Assistant Principal at Harris Academy Sutton. She writes the website resourceaholic.com where she shares teaching ideas and resources for secondary mathematics. Jo is a member of the AQA Expert Panel, a regular guest on Mr Barton's podcast and an enthusiastic collector of old maths textbooks.
Our pupils take many tests in their school careers. In this workshop we will explore why these tests don’t always tell us what we think they do and how that should influence the way we teach, assess and group pupils. Along the way we will consider the benefits and limitations of low, high, medium and no stakes testing, what reliability and validity mean and how to influence them and whether question level analysis is worth the effort.
Tim has been teaching maths for fifteen years including five years as Head of Maths. He is now Assistant Director of Secondary Maths for a Multi-academy Trust in Leicestershire where, among other things, he is involved with developing a common maths curriculum for the trust’s six secondary schools.
In this workshop, we will delve deep into the lost world of units. So often a 'tag on' to the end of a question, or an extra mark on a KS3 test - this session aims to debunk the idea of units simply being something you throw onto the end of your final answer. We will explore how careful and precise use of units will aid with understanding, will link together a multitude of topics, and can seriously limit the opportunities for misconceptions.
There will be ideas in this session that everyone can take back into their own classrooms. You may even question your own understanding of a unit. Come along and dig into this tasty topic as I attempt to demonstrate how it will change your teaching and how it plays a much bigger part than you suspected in practically every topic...
UNITS - let's give them the attention they deserve!
Laurie is a teacher of mathematics in Oldham, Greater Manchester. He is also a local leader of mathematics and works with primary and secondary schools around his local boroughs. Laurie has taught from Year 7 up to Year 13, including further mathematics and STEP. He has a masters in Education and loves to strip mathematical ideas down to their basics, questioning everything. If not doing mathematics, Laurie is usually found running on trails (thinking about mathematics).
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 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.
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.
The debate continues to rage in maths departments across the country (or at least between a few people on Twitter) as to whether (or when) a procedure should be taught before pupils are capable of understanding that procedure. Some argue that a strong procedural automaticity can support later conceptual understanding.In this session I aim to show how, with proper curriculum thinking and considered use of models and representations, the underlying structure of a concept can motivate the “How” and support the development of true fluency. This session will draw on aspects of cognitive science, Rosenshine’s principles for instruction, and of course teaching for mastery approaches.
Peter Mattock has been teaching mathematics in secondary schools since 2006 and leading maths departments since the beginning of 2011. He is a regular presenter at mathematics conferences across the country. Peter is deeply involved in the work of the East Midlands South 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, and now works as the Secondary Mastery Lead for East Midlands South. 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 teaching for mastery development. Peter’s book “Visible Maths: Using representations and structure to enhance mathematics teaching in schools” is available on the Crown House Publishing website, through www.amazon.co.uk or from your preferred local book shop.
This workshop will look at the frustrations behind students forgetting what you have previously taught them. It will look at how we can stop students forgetting previously learnt information and will look at recent research and classroom practice aimed at improving students’ memories. This workshop will involve an interactive memory task aimed at demonstrating the research/classroom practice and will also give you practical ideas to use in your own classrooms the next time you’re in them!
Teacher of Mathematics going into my 8th Year. Previous Head of Mathematics for 2 years. Member of the TES Mathematics Panel and regular blogger whilst completing my GTP/NQT years. Currently a ‘Specialist Learning Lead’ at my school in Reigate, Surrey.
New to teaching A-Level Maths or just want to find out about some invaluable resources? This workshop will focus on the topics taught at AS level and delve into resources that can easily be implemented into the classroom to aid students with their mathematical development. I will also talk about what methods I have used to develop my own subject knowledge as I enter my 3rd year of teaching AS level Maths.
Rachel is in her eighth year of teaching and entering her third year as head of department in a grammar school in Lincolnshire. She has been involved in action research projects and has taken part in a local maths hub project looking at curriculum transition from year 5 through to year 8.
The June 2019 exam series saw the first full cohort sit the A-level maths exams and it was clear that, although the content is similar to the old specification, the style in which these topics are tested has changed significantly. Students are expected to have a greater understanding of the underlying concepts and be able to critique or apply them to unstructured problems. However, how much have we as teachers changed our approach to delivering A-level maths? Are we asking the questions that divulge into the reasoning or unstructured nature of a mathematical concept?
In this session I will share my general observations from exam marking this year and how seeing those student responses will affect the way I deliver A-level teaching in Year 12, Year 13 and also at GCSE. We will analyse the type of questions that were asked in this year’s A-level exam series and look at how we can design new specification questions that focus more on reasoning and problem-solving.
This session is suitable for anyone who has an active interest in A-level maths or wants to implement better reasoning and problem-solving questions in their A-level teaching practice. It is also beneficial for anyone who just wants a free problem-solving handout!
I’m a Maths teacher in my 6th year of teaching. KS5 coordinator. Partial to a good waistcoat.
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.
Frayer models are becoming much more widely known and are a useful resource for supporting the teaching of mathematics.They are incredibly valuable with regards to mathematical literacy but have so many more uses too! What are they? What are the best ways of using them? Where can we find them? How can we make them? I will be attempting to answer these questions, explain how I am implementing Frayer models in a new department and generally talk about all things Frayer (as well as some literacy on the side). I hope this session will be useful if you are new to Frayer models or if you want some (hopefully) new ideas about how to use them. Ideas and contributions will be welcome in this session! A device to explore some websites featuring Frayer models would be useful but not essential.
I have been teaching mathematics for more than ten years in a variety of roles, including as HoD and Lead Practitioner for mathematics.
In this workshop we will take a detailed look at vectors, briefly looking at A-Level content before exploring the use of vectors in Further Mathematics A-Level and beyond. We shall be exploring the use of vectors in mathematical modelling, including Kepler's laws of planetary motion. There will of course be some use of technology, in this case we will be using Autograph.so please bring a laptop with Autograph to the session. If you don’t already have Autograph please contact LaSalle for details of how you can install a copy for this session.
Currently a Teaching Associate at the University of Nottingham. He has seven 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 Head of Sixth Form in an 11-18 academy in Derbyshire. He is also 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 and enrich and extend the experience their students have in the classroom. The introduction of the new syllabus is 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.
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!