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.
Since my book, How I wish I'd taught maths, came out in January, I have become increasingly obsessed with the power of intelligent variation in mathematics. In this workshop I will look at four different categories of activities - Practice, Rule, Pattern and Demonstration - which I believe can be used across all topics and all classes to help students think harder about the questions they answer and the concepts they encounter. I have begun to collate these activities on my website, www.variationtheory.com, and I have come in for a bit of stick! So, in this workshop I will also address some of the questions and criticisms these methods have encountered. So,whether you are intrigued, excited, concerned or entirely unconvinced by intelligently varied practice, hopefully this workshop will be of interest.
Craig Barton is an Advanced Skills Maths teacher, the TES Maths Adviser, and the creator of mrbartonmaths.com, diagnosticquestions.com, ssddproblems.com and variationtheory.com. He is also the author of the best-selling book "How I wish I'd taught maths", and the host of the Mr Barton Maths Podcast.
This session will take a research-informed look at how students develop deep and durable learning. In particular, we will discuss retrieval practice, elaboration, spacing and interleaving and consider how these approaches can be incorporated into lessons and what they mean for course design.
Stuart Welsh has been teaching Mathematics for 12 years and has been Head of Mathematics at The High School of Glasgow since 2014.
Stuart has co-authored textbooks for National 4, National 5 and Higher and is the creator of www.maths180.com where you will find practice papers, 100's of video lesson for National 5 and Higher and ready-to-use resources for teachers.
At Hillhead, we've gone back to the drawing board to design and implement a mastery curriculum from S1 to Higher maths. Our aim: to smash the bell curve!
This session will be a walkthrough of our latest thinking based upon reading and research on: the mastery cycle, formative and summative assessment, variation theory & mathematical tasks and effective pedagogy. There will be an outline of our maths specific professional learning model. Finally, there will be discussion of the issues we've faced so far and, of course, offer some data that offers some encouraging signs of improvement.
All previously undelivered content.
Chris is in his 13th year of teaching and 4th as a PT. His main areas of interest are the design of curriculum, assessment and effective tasks.
Do you know that more people applied for Love Island than Oxford and Cambridge combined? Reality TV and Quiz Shows offer an opportunity for engaging learners in Mathematics. Real-life statistics and data can enhance the learning experience and provide applications for problem-solving set in familiar contexts. Utilising formats from quiz programmes allows for the formative assessment of pupil learning in a fun/competitive environment. In this interactive session ideas will be shared for encouraging collaborative and co-operative learning.
Michael is an experienced Mathematics teacher from a large comprehensive school in Edinburgh. He has experience of learning CLPL sessions for teachers from P1 to Advanced Higher. Since 2013 Michael has been part-time seconded to a teacher-training institution, helping to prepare the next generation of teachers.
"The spirit of the lesson is more important than the content"
"If I don't know 7 x 8 I can always look it up"
"Speed and accuracy are the enemies of learning"
Are these statements excellent, rubbish, or somewhere in between?
This session will challenge some of the assumed truths and beliefs about mathematics education.
Tom teaches mathematics at St. Paul's High School in Glasgow. At the moment, he is particularly interested in the phenomenology of mathematics and getting other people to argue.
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.
Some of the main things we will cover in the session are:
What is Cognitive Load Theory?
How can we make the best use of examples to help pupils make sense of new learning?
What are the implications for minimally guided problem based learning (or discovery learning)?
How should we structure lessons and examples differently for novices and experts?
How should we design our slides (PowerPoint/SMART Notebook) to maximise students’ understanding?
What is the difference between working memory and long term memory?
I will share examples from my practice and allow opportunities for discussion.
Michael is a maths teacher working at Glenrothes High School in Fife. Michael has presented workshops on use of Glow and OneNote and on Cognitive Load Theory at the Scottish Mathematical Council's annual conference.
A year to remember' chronicles a new PT's forays into cognitive load theory and other research informed ideas, whilst attempting to bring staff and pupils along for the ride. Myths were busted, tests were taken and the thin line between order and chaos was traversed with as much care as possible. A workshop hopefully ideal for those beginning their leadership of a department, or those who have perhaps only dipped a cautious yet slightly confused toe into educational research.
I qualified in 2005 and taught Mathematics in Hamilton for 10 years before being seconded to my Local Authority as a Development Officer. After an enjoyable and valuable year out of the classroom, I missed actually teaching pupils (can you believe it?!) and am now Head of Mathematics at St Aloysius' College in Glasgow.
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 and Atomisation 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 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.
Does planning your lessons take forever?
Do you feel that your pupils aren’t making the right mathematical leaps in their understanding that you planned for them to make?
Do your pupils understand the concept being communicated on the third or fourth attempt, very rarely the first?
What If I could tell you that it is possible to plan your lessons so your pupils can learn the concept being taught on the first attempt, especially your weakest pupils!
In this session, I will talk about how the Pareto Principle can be applied to your planning. How is it possible to plan your lessons where 20% of what you have planned accounts for 80% of your results. We will look into how to plan a particular unit of work, 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.
Let’s get rid of the common practice of re-teaching by learning about the Pareto Principle of Lesson planning!
Who says we can’t do tech in maths? Join us for a hands-on session where we’ll be exploring an incredible tool to help integrate technology effectively into the maths classroom. We’ll be addressing the challenge of ‘making maths’ digital and discover ‘EquatIO’. A powerful tool that makes technology integration simple, EquatIO provides pupil engagement, helps teachers be more efficient and enables amazing workflows, leading to meaningful assessment opportunities.
We’ll take a deep dive into how technology can reduce cognitive load, help structure approaches to mathematical concepts, and enable new ways for students to express their learning. We’ll take a look at how best to integrate Desmos graphing, using mobile devices and how we can make maths accessible for everyone.
The session will challenge your approach to tech in the maths classroom from S1 to S6 with new ways to explore and express the subject across every platform - so whether you’re using G Suite or MS Windows, we’ll have you covered, and you’ll leave with a free copy of EquatIO for life!
This session is led by former Maths teacher, John McGowan, who created EquatIO with a simple goal in mind - make maths digital - easily!Facilitated by Texthelp - helping every pupil to understand and be understood.
John is a certified Google Education Trainer and the creator of g(Math), which had over 13 million worldwide users before it retired in January 2018. A math teacher of over 15 years, he loved to adapt the fail-forward mentality and push the bounds of technology integration in the math classroom. In 2016 he embarked on a new career to leave the classroom to join up with Texthelp to make a greater impact on teaching and learning by making digital math easy and accessible to all. EquatIO was released last year and is the first step in that journey!
In this hands-on workshop, we will use a range of paper folding procedures to precisely construct a variety of 2-d and 3-d shapes. We will consider mathematical relationships including congruency, similarity, symmetry and enlargement. At the heart of the session is the challenge of mathematical proof; how can we be sure our shapes are what we think they are? This will draw on a wealth of knowledge and reasoning and will, quite possibly, result in some surprising findings.
The workshop is suitable for teachers from both primary and secondary schools. We will work collaboratively, sharing our thinking and discussing the proofs.
So, if you would like to spend an hour getting your head around some interesting geometry problems, which you can take back and use in your classroom straight away, I’d love to see you there.
Mark is the UK's leading authority on teaching for mastery. He has trained over 2000 schools in mastery models for schooling in the UK and overseas.
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.
Mark has extensive experience of mathematics teaching and learning across all age and ability groups, having taught students from age 3 to PhD!
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.
It's an 'unconference' session - a chance to meet people and do maths - run by you, the delegates, so bring along some maths games or activities, grab a table and have fun.
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.