MathsConf20

Edinburgh College Sighthill Campus – Saturday 21st September, 2019

A JOINT EVENT FROM:

Join hundreds of maths teachers from primary, secondary and FE at the UK's largest events. Network. Learn. Share. Have fun!

A Joint Conference from La Salle Education, ATM and MA

The Association of Teachers of Mathematics (ATM)

A membership organisation and registered charity, aims to encourage the development of mathematics education to be more closely related to the needs of the learner. We believe in supporting teachers with the resources to develop their mathematics teaching in creative and deep-thinking ways. The focus being to develop a creative and thinking approach in mathematics learners. The power to learn rests with the learner; the teacher has a duty to seek out ways to engage the power of the learner.

ATM examines approaches to teaching and explores new possibilities, whether deriving from research, from technological developments or from the imaginative and insightful ideas of others. Our professional circle of influence spans primary, secondary, tertiary teachers to student teachers and those overseas, consultants, academics and we actively welcome anyone interested in mathematics education.

As a member, you enjoy the support of a community network and access to professional development with regional branches and events taking place throughout the year. Our website is home to a wealth of member-only resources and activities, as well as a full back-catalogue of the well-respected Mathematics Journal. You can find out more about our flexible membership options here: https://www.https://www.atm.org.uk/join

The Mathematical Association (MA)

The Mathematical Association exists to support and promote confidence and enjoyment in mathematics for all, and especially young people. We do this through interacting with teachers and others, including young people themselves, via our publications and resources, workshops, conferences, professional development provision, nationwide branches, and interactions with the media. We work to influence mathematics education policy in evidence-based ways that support the development of a mathematically-enabled confident and interested population. Our journals include The Mathematical Gazette, Mathematics in Schools, Primary Mathematics, SYMmetryplus, Mathematical Pie and MA News.

Members of The Mathematical Association include teachers and other education professionals, mathematicians, students, parents, employers and others, largely in the UK but across the world. We are the oldest established subject association in the UK, having been founded in 1871 as the 'Association for the Improvement of Geometrical Teaching’.

Details of all our publications and membership can be found at https://www.m-a.org.uk/home

Friday Night - Pre-conference Drinks

  • From 7:30pm

    Join the La Salle team and maths teachers from across the country for pre-conference drinks and networking in the bar at the Novotel Hotel, Edinburgh Park (next to Edinburgh Park station, few minutes from Airport)

Saturday Programme

  • 08:30

    Arrival / Networking / Morning Refreshments / Exhibition
  • 09:30

    Welcome and introduction, Chris McGrane, Mathematics Lead for Scotland, La Salle Education
  • 10:10

    Speed Dating - Your chance to share your favourite maths ideas
  • 10:40

    Workshop 1
  • 11:30

    Coffee Break / Networking / Exhibition
  • 11:50

    Workshop 2
  • 12:40

    Workshop 3
  • 13:30

    Lunch / Networking / Exhibition / Maths Cakes Competition
  • 14:30

    Workshop 4
  • 15:20

    Coffee Break / Networking / Exhibition
  • 15:40

    Workshop 5
  • 16:20

    Closing Remarks, Maths Cakes Competition Winners Announced, Prizes, Postcards and Farewells

Networking

The day is bursting with networking opportunities and workshop time. Delegates will leave with new ideas try and new people to share the results with.

Inspiring Speakers

Our workshop leaders and speakers have one thing in common: their love of mathematics education.


Dating & Cakes

Networking and making new friends to collaborate with in the future are key aims of the event.


Workshops

Session 1

Learning Mathematics with Origami

 P5-P7 
 S1-S3 

Practical tasks with paper to stimulate mathematical thinking and understanding. Whether you're a seasoned expert or a novice this hands on workshop will offer tasks and strategies for using origami in your classroom.

Sue Pope

Sue is currently Head of Service: Science, Mathematics and Core Skills at SQA. Prior to this Sue was the academic division lead for STEM education at Manchester Metropolitan University. For five years Sue was the national lead for mathematics 5-19 at the Qualifications and Curriculum Authority (QCA) where she managed and quality assured substantial research, development and evaluation projects. She moved to QCA after ten years in higher education working with beginning primary and secondary teachers on undergraduate and postgraduate courses, and supporting experienced teachers working towards higher degrees through researching their own practice and developing their knowledge and understanding of mathematics and its pedagogy. For a short time she worked as a local authority adviser. She taught for ten years in a number of schools, including five years as head of mathematics in an 11-18 mixed comprehensive school where she worked closely with feeder primary schools initiating strategies for enabling primary-secondary transition and cross-phase approaches to assessment. Sue is a long-standing active member of the Association of Teachers of Mathematics and has at various times taken on the roles of Chair and of Treasurer for the General Council.

Tung Ken Lam

My work is a mixture of art, craft, mathematics, engineering and play. My origami aims to be elegant with qualities of simplicity, economy and inevitability. It should not be obvious and be surprising (in a pleasant way)—although some of the best origami has a ‘why didn’t I think of that?’ quality. My Modular origami aims to be pleasing to fold, assemble and use (e.g. look at, play with, use for demonstrating mathematical concepts, etc).

Using Microsoft Tools on Glow

 S1-S3 
 S4-S5 
 S6 

This workshop will give an introduction to the various Microsoft tools available through Glow, particularly OneNote, Teams, Forms and Sway. This workshop is suitable for beginners and will also provide opportunities for those who use these tools already to share their best ideas for using these digital technologies in the classroom.

Michael Allan @mrallanmaths

Michael is PT Mathematics at Bertha Park High School in Perth and Kinross. Michael previously taught at Glenrothes High School in Fife. As a Certified Microsoft Innovative Educator Expert, Michael has delivered training on using Microsoft technology at school, Local Authority and National events.

Mastering mastery - making the cycle work!

 P5-P7 
 S1-S3 
 S4-S5 
 S6 

Using the mastery cycle seems a straightforward process - or is it? In this workshop we will look how to use the mastery cycle in a real school, with real classes. We shall focus on the logistics of correctives and enrichment, what to do when teaching wasn’t impactful the first time and what does assessment actually look like. Throughout the workshop, clear links to evidence, resources and curriculum are made to ensure the best possible foundations are in place to implement a mastery model.

In a mastery model of learning, everything relies on pre-requisites. Hence we must gain a deep insight into whether pupils are ready to begin learning the new ‘unit’ of work. Assessment, both summative and formative play a clear role in all of this and in the workshop we examine how we have made this work at St Andrew’s. Mastery is not, repeating until we get it right!

Gary Lamb @garyl82

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 four 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.

Fibonacci and his Rabbits

 S1-S3 
 S4-S5 
 S6 

We all know what the Fibonacci numbers are and they almost certainly get a mention in class and on posters but what are their properties? Is the sequence worth exploring? This session will look at some of the properties of the Fibonacci numbers, how they might be explored and what mathematical ideas can be gained from that exploration. Only pencil, paper and perhaps a calculator required!

Tom Roper

President of The Mathematical Association 2017; Senior Lecturer and Lecturer in Mathematics Education 1987-2012, University of Leeds, the last 4.5 years as Head of the School of Education; prior to 1987, 17 years teaching in secondary schools including 12 years as head of department.

Session 2

Where does Mathematics come from?

 P5-P7 
 S1-S3 

Mathematics has been an integral part of human activity through the ages all around the world. In this workshop you will have the opportunity to work with some historical mathematical artefacts that can enrich learners' experience by provoking their curiosity and providing novel contexts for exploration.

Sue Pope

Sue is currently Head of Service: Science, Mathematics and Core Skills at SQA. Prior to this Sue was the academic division lead for STEM education at Manchester Metropolitan University. For five years Sue was the national lead for mathematics 5-19 at the Qualifications and Curriculum Authority (QCA) where she managed and quality assured substantial research, development and evaluation projects. She moved to QCA after ten years in higher education working with beginning primary and secondary teachers on undergraduate and postgraduate courses, and supporting experienced teachers working towards higher degrees through researching their own practice and developing their knowledge and understanding of mathematics and its pedagogy. For a short time she worked as a local authority adviser. She taught for ten years in a number of schools, including five years as head of mathematics in an 11-18 mixed comprehensive school where she worked closely with feeder primary schools initiating strategies for enabling primary-secondary transition and cross-phase approaches to assessment. Sue is a long-standing active member of the Association of Teachers of Mathematics and has at various times taken on the roles of Chair and of Treasurer for the General Council.

Rekenrek 101

 P1-P4 
 P5-P7 

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 How @rekenrek101

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.

Let's Talk About Methods

 S1-S3 
 S4-S5 
 S6 

For many topics on the maths curriculum there are numerous different methods we can choose to teach our pupils. If you ask a group of 100 teachers what method they teach for finding a highest common factor, or finding an nth term of a sequence, you'll find a wide range of approaches. There is very little research to help us decide which methods to teach so the best we can do is explore and discuss alternative approaches with colleagues. In this presentation we'll look at methods for a few key topics and discuss how we can ensure we are choosing the 'best' method to teach our students.

Jo Morgan @mathsjem

Jo is a maths teacher and Assistant Head at a school in Greater London. She writes the website resourceaholic.com where she shares teaching ideas and resources with maths teachers all over the world. Jo is a regular guest on Mr Barton's podcast and an enthusiastic collector of antique maths textbooks. She is currently writing a book called 'A Compendium of Mathematical Methods'.

Geoboards

 P5-P7 
 S1-S3 

This workshop will focus on the effective use of geoboards in a range of topics, discussing effective questioning and suggestions for classroom management. Participants will leave with ideas for how to use geoboards to support pupils in understanding a range of topics.

Roisin McArdle @McArdleNumeracy

Roisin has worked as a Principal Teacher of Numeracy in three Glasgow schools for the past two years. Prior to this, her experience was in the primary sector teaching all curricular areas across P1-7.

In her current role, Roisin has developed an understanding of the ways in which concrete resources can benefit pupils in topics beyond first and second level, and has worked with primary and secondary colleagues to introduce these resources to pupils of all ages.

Session 3

How might the mathematics classroom contribute to “Learning for sustainability?”

 S1-S3 

In this workshop we will explore tasks that offer opportunities to make explicit connections to global issues. We will reflect on our pedagogic approaches and how they can best support the development of actively engaged citizens.

Corinne Angier @atmcorinne

Corinne Angier is a secondary mathematics teacher and teacher educator. She has been awarded a studentship to research the role of mathematics in teaching for Global Citizenship. Corinne is working alongside SCOTDEC the development education centre in Edinburgh to devise classroom materials and training to support mathematics teachers.

Putting the M in STEM

 P1-P4 
 P5-P7 

The aim of this workshop is to share developed resources and approaches that have been used to support the development of first and second level E+Os for numeracy / mathematics within STEM+ contexts for learning.

This work has been developed by West Dunbartonshire as part of their SAC “Step Up” project, where the aim is to raise attainment in numeracy for a group of predominately SIMD1 and 2 young people, alongside building resilience, confidence and self-esteem in preparation for the transition to secondary school.

Siobhain Kelly @vonnie_32

A Journey of Improvement in a Mathematics Department

 P5-P7 
 S1-S3 
 S4-S5 
 S6 

This workshop will look at how improvement science can be used to facilitate change and improvement within your classroom or department. It will focus on one department's improvement journey so far and hopefully provide ideas for you to use within your own setting.

Jennifer Skene @skene_jen

I have been teaching for 10 years and curriculum leader at Liberton High School for the last 4 years. I fully believe that all children can do maths and that our job as teachers is to find strategies which work for them.

Not *that* question again!

 P5-P7 
 S1-S3 
 S4-S5 

This workshop aims to open up alternative ways for you to look at existing materials so as to refocus learners thinking on the mathematics. You will be asked to examine questions in detail as you extend their mathematical content and consider approaches that make the connections across mathematics more visible to learners.

Andrina Inglis @AndrinaInglis

Andrina began working as a mathematics teacher over twenty years ago, during which time she was awarded CT status. Upon completion of her Masters of Science, she accepted a secondment to Moray House School of Education as course leader for PGDE Secondary Mathematics as well as working across PGDE and BEd Primary courses. From there, she moved to England to work on various ITE & SKE courses before returning to Scotland to work on her doctoral thesis. Andrina’s philosophy is that high quality teaching does not emerge from instruction, but from ingenuity.

Session 4

Exploring Transformations

 P5-P7 
 S1-S3 
 S4-S5 

This hands-on session will focus on transforming shapes on a co-ordinate grid and will involve a combination of the use of Teacher Generated Example (TGEs) and Student Generated Examples (SGEs). The plan is to use a combination of TGEs and SGEs to consider how any starting task might be adapted, both simplified and extended, to support students' engagement with transformations. This workshop will be typical of the ATM collaborative tradition where everyone will explore tasks together.

Mike Ollerton @MichaelOllerton

Teacher, mainly secondary mathematics for 24 years. Committed to social justice via mixed-attainment grouping and my membership of the Association of Teachers of Mathematics. Written a book or two about learning and teaching mathematics - further information at: www.mikeollerton.com

A Twit Review of Inquiry vs Explicit Instruction

 P5-P7 
 S1-S3 
 S4-S5 
 S6 

When asked difficult questions about 'opposite' approaches in mathematics education, I think many of us - myself included - have been guilty of stating that a balanced approach is necessary, as though the question required no further analysis. The aim of this workshop is to analyse the inquiry vs explicit instruction debate to continue to deepen our understanding of the intricacies of teaching and learning.

Instead of a 'Lit review', I've called this a 'Twit review' of the research, because many of the arguments are drawn from the incredible community of educators on Twitter.

Dan Pearcy @DanielPearcy

Dan Pearcy started teaching in Greater Manchester on the Teach First Leadership Development Programme in one of the lowest attaining schools in the Country. He then moved onto a stint teaching at Manchester Grammar School before moving to an international school in Brazil.

He is now IB Diploma Coordinator and Head of Mathematics at a Swiss international school, teaching the Middle Years Programme and Diploma Programme of the International Baccalaureate. He holds an MA in Education and is Chartered with the Association of Teachers of Mathematics.

Teaching and learning with algebra tiles: no tricks, no gimmicks, just correct mathematics

 S1-S3 
 S4-S5 

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 S1 to S4, using algebra tiles in online apps. Please bring your laptop/iPad/tablet so that you can play along – wi-fi access will be available. It is suggested that before the session, you take a look at Bernie’s videos in the NEGATIVE NUMBERS playlist here because these ideas underpin the use of algebra tiles.

Bernie Westacott @berniewestacott

Bernie taught maths in independent prep schools (ages 3 to 13) from 1973 to 2012. He introduced Singapore Maths into his school in 2006 and continued to develop that style of teaching across the school. During that time, he worked with his school’s early years staff to develop their own EYFS maths programme. This programme was based on the Singapore Kindergarten programme and heavily influenced by educational research relating to developing Number Sense in young children.

Since retiring, Bernie has worked as a consultant, both for OUP and independently, helping schools in both the maintained and independent sectors to implement a Singapore approach. He has also been involved in developing materials with OUP to support teachers in the classroom. In order to still have a role working with pupils, Bernie agreed to return to his school in a support role working with teachers, and pupils who need either support or enrichment/challenge. Bernie feels that although there have been many developments in primary maths teaching in the UK, there is more to be achieved at EYFS and secondary levels.

Session 5

Developing the Mathematician as well as the Mathematics

 P1-P4 
 P5-P7 
 S1-S3 
 S4-S5 

In this session we’ll explore a variety of tasks suitable at primary and secondary levels which can be used to develop fluency and understanding of curriculum topics, while developing pupils mathematical behaviours and problem solving strategies.

Chris McGrane @ChrisMcGrane84

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.

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/. 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.

Building Creativity into your Classroom

 P5-P7 
 S1-S3 
 S4-S5 
 S6 

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 Sharpe @asharpeducator

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.

How to solve an adfected quadratic

 S4-S5 

Much has changed in the teaching of mathematics over the last 200 years. In this workshop we'll look at things that were done really well in Victorian maths teaching, and things that were done really badly. We can learn from both. This workshop will focus particularly on quadratics. We'll look at interesting methods for solving quadratic equations and examine how this wonderful topic was taught in the 1800s.

Jo Morgan @mathsjem

Jo is a maths teacher and Assistant Head at a school in Greater London. She writes the website resourceaholic.com where she shares teaching ideas and resources with maths teachers all over the world. Jo is a regular guest on Mr Barton's podcast and an enthusiastic collector of antique maths textbooks. She is currently writing a book called 'A Compendium of Mathematical Methods'.

Introducing Decimal Fractions: What's the problem?

 P5-P7 
 S1-S3 

In this workshop you will have an opportunity to look at two different approaches to the teaching of decimal fractions. We will discuss pros and cons of an approach often used in the UK and compare it with an approach recommended by the Freudenthal Institute in the Netherlands.

Come and share your ideas.

Ruth Forrester

I am a mathematics educator and have been primary mathematics tutor at the Moray House School of Education, University of Edinburgh for 18 years.

Extras

Speed Dating

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.

Happy dating!

Maths Cake Competition

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!

TweetUp and do some maths!

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.

Event Location


Event Supporters

'La Salle Education'
'Texthelp'
'Texthelp'
'Tarquin Books'
'Leckie'
'Association of Teachers of Mathematics'
'Mathematical Association
'Elmwood Education'

Contact Us

By phone:
020 8144 4748
By email:
This email address is being protected from spambots. You need JavaScript enabled to view it.
Or find us at:
121 King's Cross Road
London
WC1X 9NH
ALL RIGHTS RESERVED
COPYRIGHT 2019
LA SALLE EDUCATION