Join hundreds of maths teachers from primary, secondary and FE at the UK's largest events. Network. Learn. Share. Have fun!
Part of the @HowWeTeachIt team, consisting of two Maths teachers, one primary trained, and one secondary trained. Our aim is to change the way Maths is taught at Years 7 and 8 - often the forgotten year groups - with our "Do It" (Fluency), "Twist It" (Reasoning) and "Deepen It" (Problem Solving) format to all of our Maths lessons. This workshop will focus on this and how this links to Mathematics mastery, plus extras! And there will be opportunities for you to work through some interesting "Deepen It" problems!
Matthew entered teaching by studying for a PGDipEd at the University of Birmingham.
Since then, he has been teacher of Mathematics at a comprehensive secondary school in South West Birmingham for the past five years. He has worked closely with many colleagues, most notably Mel from @Just_Maths and James from @HowWeTeachIt.
In this workshop we will explore effective (and time saving) ways to feedback individually to students without marking exercise books or homework. I will discuss how our department came to the decision to stop marking books and how our students are getting far more effective feedback and making more progress than ever before.
I have been teaching for 6 years in Devon and Bristol. This is my second year as a KS4 Co-ordinator at a girls school in Bristol.
The use of technology must permeate the study of AS and A-level Mathematics and this is making a difference to how we teach and how students can solve problems.
In this session we will focus on the use of a scientific calculator, particularly seeing how the best use of it could have made a real difference in last summer's A-level exams.
Make sure you bring a gee-whiz kind of calculator with you!
Dan Rogan is the Chair of Examiners for the new AQA A-level Maths and Further Maths specifications. He is currently a senior leader at a large, outstanding academy in Wiltshire, where he has taught Maths for many years. Dan is enjoying teaching the new specifications, relishing the opportunities to develop students' mathematical thinking and problem solving ability. He has an unparallelled understanding of how students can best use calculators in exams.
This hands-on workshop is a must see. You will be introduced to the most versatile, visual, concrete manipulative that will change the way you feel about using the CPA approach in KS1 and KS2. This packed, one hour session will transform the way you teach the times tables, mental maths, addition and subtraction, not to mention fractions and percentages. You will be shocked and amazed at how this one tool can be the mess-free answer to children developing a deeper understanding of so many concepts. Join in on the rekenrek workshop and you too will be singing the praises of this simple tool.
Amy is a Canadian who moved to the UK to pursue her dream of spreading the word globally on using the rekenrek. She has been a Primary teacher for 17 years in Canada as well as at an International school in the Netherlands. She has a Masters degree in Education and has taught Bachelor of Education maths courses at Acadia University. Amy is an author, presenter, primary maths specialist, SLE and university professor. She has an infectious passion and enthusiasm for teaching and will keep you engaged and entertained throughout the presentation.
Many schools and departments are feeling pressured in a world of increasing scrutiny and accountability. This has, in many cases, led to increases in teacher workload and often reductions in teacher wellbeing. This session will explore ways that departments, and individuals, can maximise impact whilst minimising effort. The session will look into ways to improve both personal and departmental productivity in an attempt to achieve greater long-term sustainable development.
Ed is currently the Head of Maths at Hanham Woods Academy, Bristol.
He has also recently completed his Masters in Educational Leadership at the University of Bristol alongside his teaching.
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 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.
What is Atomisation? Is it the next big fad?
Atomisation is the process of breaking down a topic into its sub-tasks.
In this session, we will go through the process of atomisation in respect to teaching the topic of angles on parallel lines, 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.
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.
This practical workshop will explore how Cuisenaire rods can be used to model mathematical concepts and secure a greater depth of understanding. The concrete - pictorial - abstract (CPA) approach is seen as a highly effective teaching method that develops a deep and sustainable understanding of maths in students.
More and more schools are adopting a mastery approach to teaching maths, this session will explore how to embed concrete representation into lessons using Cuisenaire rods. We will look at practical ways to use manipulatives in both primary and secondary settings including examples of how to use manipulatives to teach early number, investigate magic squares and explore effective pedagogies to teach trigonometry.
Drew Foster is a passionate educator with over 20 years experience teaching in primary and secondary schools. He was a Deputy Headteacher and then Headteacher of a successful primary school before Drew teaming up with educational entrepreneur, Tony Cann CBE, founder of Promethean. Drew created the maths website www.learningclip.co.uk. that developed innovative methods for teaching maths. Alongside his work in educational technology, he worked on studies focused on the teaching of maths with the Institute for Effective Education (IEE) and The Education Endowment Foundation (EEF). His diverse career includes other highlights such 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.
One of the biggest challenges many students face is recalling information and processes, especially under exam pressure. This workshop will explore strategies based on cognitive science which aim to address this issue. The session will combine research insights with practical ideas to enhance student recall through the use of throwback activities in and out of the classroom.
Erika is currently the Deputy Head of Maths at Sawston Village College in Cambridgeshire. She is also completing a Masters in Education at the University of Warwick, researching strategies to enhance student recall and memory in maths.
Modelling is one the "Overarching Themes" of both the new A-Levels in Mathematics and Further Mathematics. In this workshop we shall discuss some practical situations and derive associated differential equation models. We will then explore analytical and numerical solutions to these, taking in techniques from A-Level Maths, A-Level Further Maths and beyond.
Following completion of a PhD in Applied Mathematics, Tom Bennison is pursuing a career in teaching and is now a second in Mathematics in an 11-18 academy 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 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.
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.
Inspired by Jo Morgan’s session on old text books at Mathsconf17, I’ve recently been delving into the AQA exams archive and tweeting about some of the questions I found there (#AQAmathsarchives).
In this session, I’ll be looking at past exams in more detail and trying to answer these questions;
· How do today’s GCSEs compare with ‘O’ levels?
· How has the content of exams changed over the years?
· What can we learn from old questions, and what is best forgotten?
Before joining AQA, Andrew taught mathematics for 17 years and was Head of Faculty in large comprehensive schools in Cambridgeshire and Manchester.
His first role with AQA was in 2001 when he was appointed as Senior Subject Officer for GCSE Mathematics. He moved into the Head of Mathematics role in 2011 and has recently moved into the newly created Head of Curriculum role for Mathematics. Andrew is responsible for ensuring teachers of all our maths qualifications are fully informed and supported. Currently, he is heavily involved in supporting the new maths GCSE and reformed A-levels.
I hope participants will bring along to this interactive session their own examples of learner difficulties, especially those relating to confusion between everyday language and mathematical terms: between the two kinds I believe there is an uneasy relationship. I have suggestions of my own, but hope we can work from particular examples to more general strategies so as to enable more effective classroom learning.
I have taught mathematics in schools, FE and universities, and believe in helping learners to make sense of the subject. Currently enthusiastically involved with the work of the mathematics education dept. of The Open University I am an associate lecturer for the modules ME627 Developing Geometric Thinking, MU123 Discovering Mathematics and T452 The Engineering Project. Language and mathematics is a perennial professional interest and I contributed to the research and writing of the ATM publication Language and Mathematics.
The workshop explores how arrays and the grid method support students with a greater conceptual understanding of multiplication in a range of topics. I reflect on the journey I've been on exploring this in my own classroom, and how the grid method can be viewed as a multi-tool alongside bar modelling as a key tool in a students armoury when developing conceptual understanding of key topic areas across algebra, number and shape.
I've been teaching since 2002 and am in my 7th year as a HoD. Since Jan 2018 I have been Head of Mathematics at two schools in Wiltshire, and since September have been a work group lead with the NCETM exploring challenging topics at GCSE.
In this interactive session we will be looking at ways of introducing creativity into regular secondary maths lessons and why it is so important to do so. Be prepared to get your hands dirty with interesting maths as we will be doing a variety of engaging activities to help stir up the same curiosity in you that I hope to develop in students.
I spent years keeping creative maths problems separate from my curricular lessons, saved for the end of term or as interesting starters juxtaposed with the rest of the lesson. I’ll share some practical tips I found to help integrate these rich activities without detracting from practise of curriculum based skills. I’ll be drawing on the research of E Nardi, S Steward, and J Boaler amongst others.
Andrew works as the NRICH Roadshow Coordinator and Liaison to the Millenium Maths Project at the University of Cambridge. He is the founder of puzzleoftheweek.com (a free international puzzle competition for schools) also also works as an associate for Maths Inspiration and Stand Up Maths.
Andrew spent over a decade working as a secondary maths teacher in the UK and internationally, holding various departmental leadership roles. He has presented and run workshops around the world on subjects such as digital learning, assessment for learning, metacognition and problem solving.
What is calculus? Where did it come from and what is its relevance today?
This presentation is one that I have delivered to my students before teaching calculus to inspire them with an understanding of the bigger picture. It discusses applications of calculus today in economics, epidemiology and robotics before looking at the fascinating history of its development.
During this presentation we take a close look at the nature of limits to infinity and touch upon the philosophy and reality of what these represent. We finish with some words from Tolstoy who used calculus to describe his detailed theories on the nature of human history.
Mathematics teacher at Oldfield School in Bath. Prior to teaching I worked in the Aerospace Industry, mathematical modelling for the Eurofighter aircraft and Programme Management on the Type 45 Naval Destroyer. Inspired by a love of Mathematics, I have now been teaching Maths for 10 years.
Unit conversions come up surprisingly often in GCSE exams, but these questions are rarely answered as well as they should be. What is it that's stopping students from being able to perform straightforward conversions?
In this session we'll look at unit conversions in depth. We'll examine misconceptions, resources and approaches. We'll consider whether we can learn anything from looking at how units were converted in maths lessons 100 years ago, when the procedure was called 'reduction ascending' and 'reduction descending'.
In this workshop you'll also learn an exciting new method which isn't widely used but might make unit conversions an absolute doddle for all your students.
Jo is a maths teacher 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, a regular guest on Mr Barton's podcast and an enthusiastic collector of old maths textbooks.
Changing the subject of a formula is a key part of secondary school mathematics, and yet it's a topic that so many students struggle to master. Some techniques like 'flipping' can cause misconceptions. Function machines break down when the rearrangement has to deal with the subject on both sides.
There must surely be a way that is consistent and works every time? This technique builds on Kris Boulton's techniques of Direction Instruction and Atomisation from the conference in Birmingham to create a faultless approach to changing the subject of a formula. Students can struggle with changing the subject of a formula because they get confused the method that has to be applied. This 'new' technique aims to eradicate that struggle.
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 helped to build the material that is currently available on the Variation Theory website of Craig Barton, including most of the A-level material.
Come and join in after a busy day of maths cpd to vex your brain with some top maths puzzles and topic-based problem solving that you can take directly into your classroom.
I am the author of Yes, But Why? Teaching for Understanding in Mathematics, Geometry Snacks and More Geometry Snacks. I write puzzles.
The new mathematics A level aims to encourage students to 'use technology such as calculators and computers effectively and recognise when such use may be inappropriate'. The DfE guidance also states that 'The use of technology, in particular mathematical and statistical graphing tools and spreadsheets, must permeate the study of AS and A level mathematics.
In this session we will explore the use of technologies to enhance the understanding of familiar topics such as: polynomial, trig, exponential and logarithmic functions; iteration; calculus; and using a calculator for statistical tables.
Mick Blaylock is a part-time tutor at MMU as well as a freelance mathematics education researcher, consultant, CPD provider and A level examiner. Formerly HMI and head of the DfE funded Core Maths Support Programme. Current interests and expertise in pedagogy, technology, problem solving and geometry.
This practical workshop will use manipulatives such as Numicon shapes and Cuisenaire rods to help participants see how some abstract concepts can be made more accessible, thus helping students to understand the structures involved and assist them in developing greater conceptual understanding.
Liz has worked in education for over 3 decades and is passionate about making mathematics accessible to all. She has been a teacher, coach and trainer at primary, secondary and university (PGCE and master’s) levels. She has been a mathematics leader in two schools as well as a senior leader in charge of teaching and learning. She has improved GCSE mathematics pass grades by 141%.
Liz has worked for the National Centre for Excellence in the Teaching of Mathematics (NCETM), Mathematics Enhancement Programme (MEP) and as an advisory teacher for a L.A.
Liz is currently an independent consultant and author. She is a lead Numicon and Inspire Maths trainer working with teachers to embed Singapore teaching techniques such as bar modelling into lessons. She has worked as mathematics expert for BBC Bitesize and is an Outstanding Teaching Intervention (OTI) coach and course leader for Osiris Educational.
Liz’s doctoral research examined the leadership of ‘Superheads’ who work to transform schools in challenging circumstances.
Does any concept cause more issues for pupils than division? Professor Anne Watson calls division a "dragon" which pupils can struggle to slay. This workshop looks at possible reasons for the difficulties division causes for our pupils, and how we can support pupils with understanding division.
Peter is a secondary maths SLE, an NCETM accredited professional development lead and author of the book “Visible Maths” which explores the use of representation and structure in teaching mathematics. Peter is Director of Learning for Mathematics and Whole School Numeracy at an 11 to 16 school in Leicestershire. Peter also works as the Secondary Teaching for Mastery Lead for the East Midlands South Maths Hub. This role involves working with teachers in Leicestershire, Northamptonshire and Warwickshire to develop approaches to teaching for mathematical understanding.
My risps site at www.risps.co.uk is a popular collection of 40 investigative tasks for pure Maths A Level. Why not do the same for A Level Further Maths? 'Further Risps' is a new set of 40 open tasks for such students. You have here a chance to try an activity and to discuss how such tasks might be best used.
Jonny Griffiths studied mathematics and education at Cambridge University, the Open University, and at the University of East Anglia. He taught maths at Paston Sixth Form College in Norfolk for over 20 years, being a Gatsby Teacher Fellow for the year 2005-6.
He has worked recently for Underground Mathematics, Hodder, MEI and Integral. He was the originator and author of the A Level Maths competition Ritangle in 2016, which is now into its fourth year.
In this workshop, we will be collaborating to begin to create ARE for KS3 in one or more topic areas, from the starting point of the KS3 Programme of Study. This was a key process for a number of schools and academies and should enable you to start thinking about models your might want to use in your own establishment.
Lisa Pollard became the Senior Leader of Mathematics across the Cabot Learning Federation (CLF) after successfully leading a Mathematics and Computing faculty for four years. Her value base revolves around the belief that everyone and anyone can be a mathematician. As lead for the Boolean Maths Hub, Lisa has continued to make a difference to maths education through teaching and learning, and local and national leadership.
Lisa has worked with and supported schools and academies across the South West in Mathematics on a variety of themes including: primary, secondary and TA subject knowledge enhancement, embedding problem solving, mathematical reasoning, Teaching for Mastery, Challenging Topics at GCSE, Level 3 Maths and strategic systems change. Lisa leads highly effective CPD, is a Mastery Readiness Lead, a PD Lead, was a Core Maths Lead and visited Shanghai as an SLE in January 2014.
Abby was a cohort 1 Primary Mastery Specialist and exemplified her understanding of maths education as a teacher and mathematics lead, in a South Gloucestershire primary school. Abby is an SLE with Nexus Teaching School Alliance and last year became the Teaching for Mastery Lead, facilitating and supporting the Secondary Mastery Specialists in the Boolean Maths Hub, facilitating the collaboration of cross-phase understanding. Abby also leads Primary Teachers SKE work groups and facilitates Teaching for Mastery Leadership training.
There are many reasons why an exam problem might be considered difficult: heavy algebra, the need to put multiple concepts into practice, or just an unfamiliar context to name a few.
This workshop will focus on questions for pupils targeting the highest grades, each testing examinable content but likely to provide a challenge for most candidates. Problems will be posed, tackled and analysed, with a view to illuminating a variety of ideas and approaches whose mastery would see pupils well prepared for the GCSE exam.
Daniel Griller is an educator, problem composer and bestselling author.
Currently teaching mathematics at a school in southwest London, he has had hundreds of pupils achieve top examination results. He has coached teams to successive national titles at the FSMP/UKMT Senior Team Maths Challenge and a Hans Woyda Competition crown. An experienced problem designer, his inventions have appeared in the British Maths Olympiad, the Guardian and on BBC Radio 4.
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 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 is an international teacher trainer, and education writer. He 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.
Previously, Kris was an Associate Tutor, and a Director at Teach First, where his work included reforming the participant development programme, and working to recruit and train 200 new teacher educators.
He is currently Director of Education at Up Learn, an online platform that provides A Level study and revision courses powered by cognitive science and AI, that guarantee students an A or A*, or their money back.
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!