Join hundreds of maths teachers from primary, secondary and FE at the UK's largest events. Network. Learn. Share. Have fun!
Changing the subject of a formula is a key part of secondary school mathematics, and yet it’s a topic 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 Direct Instruction 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 with the method that has to be applied. This ‘new’ technique aims to eradicate that struggle.
More research will have been done compared to the workshop given in March and more situations will be added.
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 a lot of the A-level material.
Students see mathematics as answering questions, yet the jobs mathematicians do require them to start with a scenario, ask themselves questions and then pursue a line of enquiry.
This session will look at how we can build these skills in our students taking into account some of the challenges we face in our classrooms. We will look at ways of introducing elements such as conjecture and mathematical thinking in students within our current structures and schemes of learning.
I have been teaching Maths for 12 years and currently lead an improving Maths department in Blackburn. I am also the organiser of the Blackburn branch of LIME (Leaders Improving Maths Education). Over the past three years I have been increasingly inspired by the maths specific CPD available, such as La Salle Mathsconfs, Craig Barton and Mark McCourt and would like to share some of the ideas we have found most useful and effective.
Pedagogical approaches to inequalities can sometimes feel like a set of disparate methods that don’t seem to have much connection to one another, other than a shared set of symbols. It’s easy to resort to presenting inequalities as a set of tricks that work ‘like’ other topics, rather than demonstrating the many links within the topic itself.
This session will look at ways to bridge the gaps between various methods, from representing solution sets to solving quadratic inequalities. The workshop will explore strategies for building pupils’ conceptual understanding of inequalities by looking at how different approaches to teaching the building blocks can give alternative methods to solving the trickiest problems.
Sam is Head of Maths at Ashby School in North West Leicestershire, one of the few remaining 14-18 schools in the region. He has been teaching maths for 10 years and has been Head of Maths for two years.
Double sided counters are an incredibly versatile manipulative, which is great as they are also one of the cheapest!
In this workshop your will learn how to start getting the most out of this powerful manipulative, with tried and tested ‘low floor, high ceiling’ activities to use in the classroom, covering topics such as number, algebra, proof and probability.
Jonathan has been teaching maths for around a third of his life and his age is currently a square number. He also maintains and develops the MathBot website.
Literacy is becoming increasingly more important within the mathematics curriculum. The idea of this workshop is to suggest ideas and resources to help make literacy more engaging, useful and relevant in the mathematics classroom as well as exploring and developing the use of Frayer models to support with this.
Do you know your minuend from your vinculum? Do you suffer from triskaidekaphobia?
Come along and find out - and hopefully have some fun along the way!
I have been teaching mathematics for more than ten years and during that time have worked in schools in Norfolk, Suffolk and Peterborough in a variety of roles including as head of department and lead practitioner.
I currently work as lead practitioner at The Deepings School and support mathematics across the CFBT Trust.
Pace, rigour and challenge have been lost amidst the era of curriculum change and in this workshop we look into how maximum 'up-time' can be achieved by phasing learning using an 80 : 20 principle for planning.
At St Andrew's we strive for mastery with every pupil and through professional reading and CPD, we delve into effective explicit instruction, how to foster mathematical thinking, how to use visual modelling for understanding, and how to do all this in a time efficient way.
Gary has taught for over a decade in four different schools and is now Principal Teacher in St Andrew's Academy, and has been so for the past three years. All of the schools have been in significant areas of deprivation and a wealth of knowledge and experience has been gained from this.
Gary has a keen interest in mastery and effective mathematics pedagogy and currently working with his department to implement a mastery model of learning to ensure every pupil achieves.
This workshop will examine both some specific abstract ideas as well as the very idea of being "abstract", and how we can make meaning of different abstract ideas through using manipulatives and developing multiple interpretations of a concept.
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.
We know that there is increased content for maths in new science GCSE, but what about PE, DT, geography?
Having been to over ten Mathsconfs including number one I have gained various experiences. I have been Lead of Maths for six years at East Bergholt High School and was previously Head of Key stage 3 and Business Studies in Essex. Prior to teaching I had a varied career in financial markets. I have also coached sports mainly football and cricket and currently coach cricket and am a member of the ECBCA, having attended national coaching conferences as well. My current role has responsibility for overseeing DT and as such have sought out opportunities for overlaps in the the maths taught across the GCSE syllabuses.
We’ll look at Ratio and Proportion, from first principles through to advanced topics in GCSE. I’ll highlight the principles which link the teaching and the assessment of Ratio and Proportion in a mixture of theory, visual representations and application to exam questions. I’ll also cover how the subject develops from Foundation to Higher and how Assessment Objectives influence the questions we write.
So, if you want to know why equality of ratios is more than just a definition of proportion, how to find the multiplier for an inverse percentage from a bar model, or why ratios keep appearing as fractions in exam questions, this is the session for you.
David is the Curriculum Manager for Maths at AQA and was the Qualifications Manager for Post-16 Maths during the initial stages A-level reform. Prior to working at AQA he was a teacher of mathematics for 10 years in Surrey and Hampshire.
His background is in Operational Research and he spent the first part of his working life in industry. Golf, football, travel and socialising are just some of the things he has had to give up now that he has children but he wouldn’t have it any other way.
This year has seen me take on my first TLR as Second in Department, and resulted in my blog post; 'A Beginners Guide to Being Second in Department'. There was a huge response to this and since then I have shared my ideas and approaches to the job with many teachers locally and across the UK via Twitter.
Networking has helped me a to make sense of the job, and make it work for me. Though my ideas may not be revolutionary and are quite often stolen from other teachers, I wanted to share my experience with anyone that has recently taken on a TLR or is thinking of doing so. This is also a great place to add to the community that have helped me to be the best Second in Department I can over the past year.
I am a Teacher of Maths and Second in Department at Manor Croft Academy in Dewsbury. I am a self-confessed maths and teaching geek, and love nothing more than to be improving the teaching practice of myself and others... except, maybe dogs... I regularly run #mathscpdchat for the NCETM on Twitter, and am the lead for Teach Meet Maths Icons.
Language changes all the time. Words become obsolete, words are superseded, words fall out of fashion.
Through my research into maths textbooks from the last 500 years I have discovered all sorts of delightful and surprising vocabulary. Come along to develop your subject knowledge and (hopefully) to be entertained and amused.
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.
In this interactive session we will be looking at ways of introducing creativity into regular secondary maths lessons and why it is 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 we 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. There’ll be practical tips as well as an outline of the history of psychological research into creativity and education.
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) and 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.
The web is heaving with data, images, and information from all over the globe. Douglas brings his renouned talk to Penistone, and will show where to find the most relevant information that sets off any mathematically curious mind.
This includes a rich source of links to Excel-ready large data, and how best to analyse them, and images (including some from Google Earth) ready for analysis in dynamic software.
All attendees will receive a complimentary copy of the exciting new Autograph 4.
A lifetime teaching secondary mathematics, running the popular TSM workshops (Technology for Secondary Mathematics) and creating Autograph.
Have you ever picked up a class in September, began a topic and heard the phrase - "we were shown this differently last year"? Are you part of a department where ten Y8 classes will be learning about fractions, where ten different lessons are planned and delivered? Does the ITT/NQT/Non-Specialist in your department know as much about the misconceptions coming up in angles in parallel lines as the teacher who is 3 years away from retirement?
The numbers don't lie: more and more teachers are leaving the profession and often it is down to the stress and the workload required to do the job.
In this workshop we will look at the ways in which a department can share planning and teaching methods to help deliver consistent lessons whilst reducing the amount you plan as an individual teacher. We will demonstrate a way to share ideas to decide on a curriculum, the lesson content and the consistent methods used when delivering certain topics. We will also discuss the idea of marking policies and how we haven't marked a book all year!
This is for anybody who teaches maths in secondary schools across any key stage and we will discuss methods from KS3 up to and including KS5.
I'm a Maths teacher now in my 8th year in the classroom. Second in department. Allotment tenant (ask me about my purple sprouting broccoli).
I'm a Maths teacher in my 5th year of teaching. KS5 Coordinator. Waistcoat connoisseur.
In this workshop we shall explore how to use the new statistics functions in Desmos with a variety of data sets. We will share a Desmos activity that is Statistics (A-Level) based. We will also use Geogebra for some statistical analysis.
Both Desmos and Geogebra are free to use, and are likely in use in other areas of the A-Level curriculum. Please bring either a laptop or tablet to the workshop.
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.
The term 'knowledge' has become a bit of a buzz word in schools. Knowledge first teaching is championed and knowledge organisers are everywhere.
Ben Rapley looks at what does 'knowledge' mean in mathematics and how we might use it in our classroom.
Ben is Head of Maths at Newfield School in Sheffield. He has a passion for using evidence based approaches in the classroom. He has previously presented at MathsConf15 on Core Skills which you can read more about on his blog misterrapley.wordpress.com
The correct use of algebra tiles is based on an understanding of the field axioms, particularly the existence of an additive inverse (zero pairs).
We will work through the learning trajectories for aspects of algebra from UKS2 to KS4, using algebra tiles in online apps. Please bring your laptop/iPad/tablet so that you can play along – wi-fi access will be available.
Bernie Westacott taught maths in independent prep schools (ages 3 to 13) from 1973 to 2012. He introduced Singapore Maths into his school in 2006. During that time, he also worked with his school’s early years staff to develop their own EYFS maths programme.
Since retiring from full-time teaching (he still teaches 2 days a week), Bernie has worked as a consultant, both for Oxford University Press and independently. He has also provided Maths CPD abroad, including leading schools in India and South Korea. Bernie is very proud of the fact that he featured in Craig Barton’s vlog.
We’ll be digging into this summer’s GCSE papers. I’ll cover how they were received by students and teachers. We’ll also see how well they met the design principles and requirements of the GCSE now that we’re in the third year of the new papers.
You’ll get to say what you liked (and didn’t) about the papers and contribute to how question papers may continue to improve. I’ll also reflect on the first three years of the reformed GCSE, looking at what has really changed in mathematics teaching and assessment, to address the question ‘Is the mathematical ability of young people better now than it was five years ago?’
This workshop intended to provide an exemplification of effective teaching practice. Furthermore, it will be structured to be beneficial to teachers of varying degrees of experience.
Andrew Taylor is Head of the mathematics curriculum team at AQA. Before joining AQA in 2001, he taught mathematics for 17 years and was Head of Faculty in large comprehensive schools in Cambridgeshire and Manchester.
Andrew has been closely involved in the development and delivery of all AQA’s mathematics qualifications from Entry level through to further mathematics A level.
In his current role, Andrew is responsible for ensuring teachers of all AQA maths qualifications are fully informed and supported and making sure that AQA’s qualifications and support meet the needs of teachers and reflect best practice and the latest developments in teaching, learning and assessment.
Do you have a bottom set that just struggle to get started? Are there pupils sat around wanting to avoid work at all costs? Do you have pupils that give-up before they even get going?
This session aims to provide with ideas and the tools to help you motivate and develop those reluctant learners into more willing and able mathematicians. The session is aimed mainly for teachers with lower sets/foundation GCSE students but is suitable for all teachers of KS3 and KS4.
I'm a regular maths teacher into my 5th year teaching in Derbyshire. In my time I've taught a wide range of abilities across KS3/KS4 but with a particular interest in lower ability students. I've been to various mathsconfs and through exchanging ideas/attending workshops and reading various books I've gained ideas and strategies that now form integral parts of my day-to-day practice.
An interactive workshop looking at the topic of constructions - tips on how to teach it more effectively, ideas for interesting and purposeful task design, alternative approaches to methods and a bit of "yes but why" does this work? If you have a preferred pair of compasses, bring them!
Ed has taught mathematics since the second Matrix movie came out. Previously a head of maths, maths consultant in the desert somewhere, and one of those expert teacher initialisms. Author of "Yes, But Why? Teaching for Understanding in Mathematics" and the "Geometry Snacks' choose your own adventure books.
Proportional reasoning is integral to lots of concepts in number, but are we making the most of this in our geometry teaching?
Similarity can often feel like a dry add-on and separate from a lot of the more challenging maths that it underpins; but not only is similarity one of the most powerful concepts in geometry, it’s also one of the most interesting!
This session will take you through an introduction to trigonometry by looking at similar triangles and ratios, building on learners’ capacity for proportional reasoning as well as helping you bring the history of maths into your curriculum offer.
Beginning with demonstrating different approaches to assessing pupils’ prior knowledge and potential misconceptions of similarity, this session will then look to ancient examples of mathematics with practical ideas and resources to implement in lessons.
Dan is a maths teacher working in Nottingham and has worked in a variety of schools across London and the East Midlands. He’s currently interested in developing opportunities to bring the history of maths into the curriculum at all levels, and as part of his current role as Lead Subject Tutor for Maths at Nottinghamshire Torch SCITT he delivers subject knowledge training to ITT students.
Variation Theory is a an aspect of mathematics pedagogy which has had increased focus over the past couple of years. This presentation will, through examples of tasks, questions and prompts explore this topic more fully. There is much more to variation theory, beyond lists of minimally different questions - come along to find out what!
Chris has 13 years of teaching experience, spread across 3 very different schools. Before becoming Mathematics Lead for La Salle in Scotland he was Principal Teacher of Maths at Hillhead High School and oversaw the design and implementation of a mastery curriculum - the first of its type in Scotland. The work was been hailed as sector leading, while attainment improved over this time. Chris is an avid reader of literature relating to mathematics education and has shared both this learning and practice from his own classroom regularly at conferences, where has been a popular speaker. Chris has appeared on recent episodes of Craig Barton’s podcast and is scheduled to appear for an extended interview in the coming year.
Chris has played a role in moving forward professional dialogue regarding mathematics education in Scotland. In addition to conference presentations he uses Twitter daily to share insight, ideas and opinion. He regularly publishes articles on his blog: https://chrismcgrane.blogspot.com
Chris is the lead of the Glasgow branch of the Association of Teachers of Mathematics (ATM), which regularly puts on events with expert speakers. Recently, reflecting his interest in effective task design, Chris launched the website: http://startingpointsmaths.blogspot.com which shares tasks he has written and collated from colleagues.
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!