Join hundreds of maths teachers from primary, secondary and FE at the UK's largest events. Network. Learn. Share. Have fun!
When teaching a new idea or concept, teachers can ensure that as large a number of pupils as possible are able to 'meaning make' and understand the mathematical structure at hand by varying the metaphors that they use to both communicate and engage with the new learning.
In this hands-on workshop, Mark McCourt will outline ways in which algebra tiles can help pupils to grasp several new concepts. Connecting the learning through the use of these concrete manipulatives and imagery before moving onto efficient symbolic methods in the abstract, not only allows pupils a higher chance of gaining initial understanding, but also improves retention by providing opportunities for pupils to truly think about the mathematics. It is by attending to mathematical structure that the mathematics, rather than some twee context, is committed to the long term memory. Throughout the learning of the new concept, the use of accurate and deliberate mathematical language again helps to connect the learning so that pupils can make new sense of familiar ideas as they mature and develop new schema from which to look at mathematical ideas.
Delegates will spend a lot of time in the workshop using algebra tiles themselves and considering ways that they can embed their use in their classroom practice across the age and ability range.
Come along, have some fun, play with concrete manipulatives and discuss with colleagues how they might benefit your pupils.
A leading figure in mathematics education, Mark has led many large-scale government education initiatives, both in the UK and overseas. Mark was a Director at the National Centre for Excellence in the Teaching of Mathematics (NCETM) and has also been a school leader, an Advanced Skills Teacher, a school inspector and a teacher trainer.
He founded and was Chairman of the Teacher Development Trust. He has extensive experience of mathematics teaching and learning across all age and ability groups, having taught students from age 3 to PhD!
This session will outline some of the pedagogical benefits of using mathematical art activities in the KS2, 3 or 4 mathematics classroom.
Participants will be introduced to a selection of ready-made mathematical art lesson resources and will look at ways of using these resources to maximise engagement and support learning across different areas of the curriculum. Finally, there will be the opportunity to explore one activity in more depth.
The session will include time for discussion and exploration, as well as some hands-on mathematical art-making. No prior experience necessary.
Clarissa is STEM Faculty Lead Practitioner and teacher of KS5 Maths at Thurston Community College in Suffolk. She has taught for several years and has previous experience as a Mathematics AST and as a whole-school Teaching and Learning lead. She has a particular interest in developing mathematical enrichment activities for all age groups and has collated several of these resources on her website www.artfulmaths.com, where she also blogs about mathematical art and origami lesson ideas.
New or aspiring to a TLR?
Are you embarking on your first TLR or leadership position in September?
Have you stepped up to take on added responsibility recently? Are thinking about applying for your first TLR position?
This workshop will explore how to establish yourself early in your leadership career, and help you to shape and define yourself as a leader. It will mix practical ideas and advice with a little bit of theory to empower you, either to be effective in your current role, or in preparing for a future one. There will also be a Q&A, with a chance to ask questions as you step out on your leadership journey.
Ben Ward has been teaching for 10 years, and in leadership roles for 8. He is currently Assistant Vice Principal for Teaching and Learning in a thriving academy in Manchester, where he is responsible for CPD, leadership development and engagement with educational research. Previously, he led a department of 18 maths teachers for 5 years. He is passionate about pedagogy, leadership and developing and encouraging teachers at all levels. He has just completed a masters in Education Leadership, lectures in leadership, facilitates on middle leadership training programmes and mentors and coaches aspiring and current middle leaders. He is particularly interested in leadership and its impact on culture creation and staff development.
Outside of school he is a governor at a local primary, tweets on maths, education and leadership; and occasionally blogs on staffrm.io.
Sisyphus was a sinner of Ancient Greece condemned to an eternity of rolling a boulder up a hill, watching it roll back down...and then rolling it back up.
Marking shouldn't feel comparable to this!
In three different schools, Rose and Dani have introduced an alternative approach to marking and feedback that focuses only on quizzes, not books. They have seen improvements in pupils' outcomes, higher-quality feedback for both pupils and teachers, and - importantly - reduced workload for teachers.
They will discuss the problems with book-marking, explain why their alternative increases impact whilst reducing effort, show how to roll it out, and outline how you might persuade your department or school to allow you to trial it (amongst other things, it's had the seal of approval from Ofsted both times it has been seen during an inspection).
With the first teaching for the new A Level specifications this September, this session will look at many excellent free resources for learning Mathematics.
There are many excellent resources already available as well as support and resources from all the examination boards. Use your time for planning lessons for students' learning. We will consider Technology too, not for the sake of Technology but where it can help learning.
The session will include time for discussions and doing some Maths! We will also consider any implications of the new A Level specifications for KS3 and KS4.
Colleen Young is a Deputy Headteacher at Newstead Wood School. Her whole-school responsibilities include Assessment. Her first degreee is in Mathematics and Management Science and she also has a Masters Degree in Mathematical, Statistical and Computing Education.
Colleen has been involved in education, and training throughout her career, specialising in Mathematics and IT. She also has a great deal of examining experience and is a Member of the Chartered Institute of Educational Assessors.
Colleen has a keen interest in how students learn and how new technologies can enhance the learning experience. She enjoys collaborating with students and fellow educators and is the author of Mathematics, Learning and Technology which she updates regularly with ideas and resources for the Mathematics classroom.
This is the first in a new series of presentations looking in depth at resources, problems and misconceptions for specific topics. This time the focus is on angle facts.
In this workshop teachers will reflect on their approach, discuss best practice and discover new resources to use in their lessons.
Jo is a maths teacher at a boys' comprehensive school in Surrey. She writes the website resourceaholic.com where she shares teaching resources and ideas for secondary mathematics. Jo is a member of the AQA Expert Panel and the TES Maths Panel. She is a FMSP Associate and a SCITT Lead Subject Mentor. Jo spends a ridiculous amount of time talking to maths teachers on Twitter and is always looking to learn from others.
Problem Solving (AO3) and Reasoning (AO2) are topics which people continually ask me about. Everybody is trying many different techniques and sometimes we feel we are making little progress. Hence the ARGHH at the end of the title. With emphasis on both of these skills increased for our students in both KS2, KS3 and KS4 I feel it is important we collaborate with each other and share ideas.
So in this session I'm going to share how I've dealt with these areas particularly over this past year. Looking at what I've learnt and what I believe has worked and why. I've had to up my game with teaching a lower higher set and we've been rising to the challenge as a class. It's been a long journey and one I hope will pay off in August, however the journey continues into the next year with my current year 10's. Although the journey is bigger than a single class it's about a movement and getting things right from year 7 and even better primary.
In this session you will have a chance to share and collaborate ideas as well as been given a whistle blow tour of strategies I use which hopefully benefit students. From this session I hope you will take away a least one golden nugget of information that will help in your day to day practice and benefit your department, future classes and students.
Danielle is currently the Mathematics Lead Practitioner and Numeracy Lead at a Acklam Grange School, as well as being the face behind Miss B's Resources. One of her main focuses is to make maths fun, memorable and accessible for all students. To develop good practice she runs her own website www.missbsresources.com, where she focuses on designing and sharing resources for free, alongside blogging. These resources are used by hundreds of thousands of teachers across the world. She is the author of "forty pence each or two for one pound" published by Crown House and regularly speaks at events across the UK.
She is also a member of the UK TES maths panel and an AQA Maths expert panel member.
Please feel free follow me on twitter or Facebook @MissBsResources and get in touch.
"I swear down we were never taught this" is a phrase sure to inspire dread in the heart of any teacher, surpassed only by the horrifying likelihood that they probably do believe they have never seen "this" before.
This workshop will focus on strategies we have been using to help pupils remember what they've learned, whether simple facts or complex processes. Some are woven in with the design of the curriculum, and will take time to implement, whilst others are "pick up and go" strategies.
Topics discussed will include curriculum design, the use of testing and quizzing, the need for candid feedback to pupils, the role of mnemonics and rhymes to help with recall and confidence, and the importance of interleaving.
Some basic knowledge of how memory and retrieval works is helpful, but not essential. If you want some suggestions for reading, check Mr Barton's site here: http://mrbartonmaths.com/teachers/research "
Dani is in her 7th year of teaching. She trained and taught in Sheffield for three years, before being HoD in Bradford and now at Michaela Community School in London.
Global Math Project Ambassadors around the world are preparing schools to launch Global Math Week.
This year's topic is Exploding Dots, one of GMP founder James Tanton's revolutionary methods that will change your thinking of basic arithmetic to polynomial algebra and beyond! In this session, we will share resources and methods that teachers can use from KS2 to KS5. Don't delay, sign up to Global Math Week today!
Martin has been teaching in Essex for 16 years and has been a Deputy Head of Faculty for 13. Martin has run CPD sessions to support NQT/RQTs and Marking/Assessment at previous mathsconfs. He works for several resource providers as an author and reviser and has been a Global Math Project Ambassador since 2016. Lesley has been teaching Maths for 30 years firstly in Hertfordshire and then in Bedfordshire. Throughout her career she has been Head of Faculty (twice), AST, teaching and learning lead and is now a Subject Specialist in a Multi Academy Trust.
Geometry has long been a problematic area and caused much discussion and diversion of curricula.
In the UK the Association for the Improvement of Geometry Teaching was formed in 1871. Since then more than a dozen inquiries have covered the design of the geometry curriculum (Jones, 2000). The place, content and approaches of geometry curricula vary greatly across the world (Hoyles, Foxman and Kachemann, 2002).
During this session we'll work through some lovely problems and sequences of problems in geometry: ways to introduce and develop geometrical thinking. With plenty of practical ideas the workshop will include ways to engage your imagination and visualisation skills, historical and cultural links, and approaches to content that develop a deep functional understanding.
I have taught for 13 years in primary and secondary schools, working as an AST, SLE and on the senior leadership team. These have included a high achieving boy's grammar school and schools in extremely challenging circumstances. I set up the NCETM Cambridge Maths Hub and currently chair the teaching committee of The Mathematical Association. I have led teacher training, professional development and curriculum development for 10 years including internationally. I am now Maths Lead at Cambridge Mathematics, a University of Cambridge curriculum development project.
It is difficult to argue with an evidence-informed profession - but equally difficult to navigate mathematics education research as a teacher with other conflicting priorities. Cambridge Mathematics produces Espressos for teachers: filtered research reviews to be enjoyed over coffee, discussed at department meetings, or as a basis for digging deeper into CPD issues of interest.
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
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.