#MathsConf30

  • Saturday 15th October

  • 8.30am — 4.30pm

  • MEA Central, Manchester

"In the 59 years I've been on the planet, MathsConf has been the best day of maths ed I've ever experienced. Thank you so much, one and all! Still on a high... "

@therispguy

We're back with our 30th Complete Mathematics Conference, aka #MathsConf30!

Bringing together hundreds of maths teachers from all phases of education to collaborate and learn from each other.

The perfect way to spend a Saturday with easily digestible mathematics wisdom from educators around the country.

Timetable

  • 08.30
    Arrival
    Grab your badge and first coffee of the day
  • 09.30
    Assembly
    Welcome and introduction, Mark McCourt, Chief Executive, Complete Mathematics and Main Sponsor, Andrew Taylor, AQA
  • 10.10
    Period 1
  • 11.00
    Morning break
    Chance to grab some exhibition goodies
  • 11.20
    Period 2
  • 12:10
    Morning Break
    Hunt down our treasure hunt clues
  • 12:30
    Period 3
  • 13:20
    Lunchtime
    Check out and taste test Maths inspired cakes or why not join the Tweetup?
  • 14:10
    Period 4
  • 15:00
    Afternoon Break
    Have a stretch and grab a final cup of tea
  • 15:20
    Period 5
  • 16:10
    Graduation
    Join the final remarks, including charity raffle draw — will you be a lucky winner?

Lineup

More to be added soon

Let's talk planning

Ian Davies @iandav2005
Matt Ainscough @matt1991ains
@whiterosemaths

Secondary

Spotlighting planning in a practical context, this session looks at how to take a unit of material and plan a series of connected lessons to develop fluency, reasoning and problem-solving. We will explore how we can cater for students with different starting points, and how we can group key learning points to make the most of the allocated periods of time.

  • Let's talk planning

    Ian Davies @iandav2005
    Matt Ainscough @matt1991ains
    @whiterosemaths

    Secondary

    Spotlighting planning in a practical context, this session looks at how to take a unit of material and plan a series of connected lessons to develop fluency, reasoning and problem-solving. We will explore how we can cater for students with different starting points, and how we can group key learning points to make the most of the allocated periods of time.

Atomisation — What It Really Is, Why It Changes Everything

Kristopher Boulton @Kris_Boulton
Primary, Secondary and Higher

If you've heard of 'atomisation,' you'll either love it or hate it. If you hate it, you probably think it just means breaking things down into manageable chunks.

This session will reveal what it really is, explain the concept of 'plutonium atoms,' and demonstrate why this will fundamentally transform how you teach.

It will make teaching easier, and pupil success virtually guaranteed.
  • Atomisation — What It Really Is, Why It Changes Everything

    Kristopher Boulton @Kris_Boulton
    Primary, Secondary and Higher

    If you've heard of 'atomisation,' you'll either love it or hate it. If you hate it, you probably think it just means breaking things down into manageable chunks.

    This session will reveal what it really is, explain the concept of 'plutonium atoms,' and demonstrate why this will fundamentally transform how you teach.

    It will make teaching easier, and pupil success virtually guaranteed.

What Is Greater Depth Maths in Primary?

Charlie Harber @HarberCharlie
Nicola Adams @NicolaAMaths
Laura Dell @LauraDMaths
Primary

What is greater depth maths? What does greater depth maths look like? Why should we bother with greater depth maths in primary schools?

These are questions that we have been exploring with primary schools in Hertfordshire. In this workshop we will share some of the fascinating outcomes of the project and our vision of what greater depth maths is.

"Greater depth is more than having access to more cognitive content. It is complex and develops a child holistically."
  • What Is Greater Depth Maths in Primary?

    Charlie Harber @HarberCharlie
    Nicola Adams @NicolaAMaths
    Laura Dell @LauraDMaths
    Primary

    What is greater depth maths? What does greater depth maths look like? Why should we bother with greater depth maths in primary schools?

    These are questions that we have been exploring with primary schools in Hertfordshire. In this workshop we will share some of the fascinating outcomes of the project and our vision of what greater depth maths is.

    "Greater depth is more than having access to more cognitive content. It is complex and develops a child holistically."

Supporting Pupils With SEND — Pupil Focused Research

Gill Shearsby-Fox @FoxShearsby
Siobhan King @SiobhanJKing
Primary

Curiosity has led to a year-long exploratory SEND and maths project starting with a focus pupil in each school. Through exploration work alongside teachers, a more precise understanding of the challenges faced and effective responses to these has been gained.

This has included reflection on learning needs, curriculum starting points and effective pedagogy, identifying that impact goes beyond the child. In this workshop, findings from the project so far will be shared. This builds on previous work to support pupils with SEND by Gill Shearsby-Fox and Siobhan King from the HfL maths team.

  • Supporting Pupils With SEND — Pupil Focused Research

    Gill Shearsby-Fox @FoxShearsby
    Siobhan King @SiobhanJKing
    Primary

    Curiosity has led to a year-long exploratory SEND and maths project starting with a focus pupil in each school. Through exploration work alongside teachers, a more precise understanding of the challenges faced and effective responses to these has been gained.

    This has included reflection on learning needs, curriculum starting points and effective pedagogy, identifying that impact goes beyond the child. In this workshop, findings from the project so far will be shared. This builds on previous work to support pupils with SEND by Gill Shearsby-Fox and Siobhan King from the HfL maths team.

Fun, Foe or Functional?

Caroline Peters @MissPetersMaths
Secondary

As the saying goes 'never work with animals, children or maths manipulatives!'.
As a maths teacher have you ever tried using a prop to teach a lesson? You know one of those dusty old counter sets or pegboards at the back of the store cupboard, thinking it will help your students understand the maths?
In this session I share my stories (or epic fails!) and discuss what the research tells us about using manipulatives in maths to encourage you to avoid the pitfalls and embrace the hands-on tools in your secondary maths classrooms.
  • Fun, Foe or Functional?

    Caroline Peters @MissPetersMaths
    Secondary

    As the saying goes 'never work with animals, children or maths manipulatives!'.
    As a maths teacher have you ever tried using a prop to teach a lesson? You know one of those dusty old counter sets or pegboards at the back of the store cupboard, thinking it will help your students understand the maths?
    In this session I share my stories (or epic fails!) and discuss what the research tells us about using manipulatives in maths to encourage you to avoid the pitfalls and embrace the hands-on tools in your secondary maths classrooms.

Pythagoras! Paul's Ponderings about Progression, Proof and Playful Problems to Pose when Planning lessons on Pythagoras' Theorem

Paul Rowlandson @Mr_Rowlandson
Secondary

During his 15 years of teaching, Paul has reinvented the way that he has taught Pythagoras' Theorem several times after repeatedly feeling dissatisfied with the previous way. Luckily, with a topic like Pythagoras' Theorem, one is never short of sources of inspiration! He has watched numerous teachers introduce Pythagoras' Theorem during observations and tried out lots of ideas found in textbooks, podcasts, professional literature and online. In this session, Paul will share the sequence of explanations and activities that he has used in his latest incarnation for teaching Pythagoras' Theorem and invite attendees to share their ideas with each other.
  • Pythagoras! Paul's Ponderings about Progression, Proof and Playful Problems to Pose when Planning lessons on Pythagoras' Theorem

    Paul Rowlandson @Mr_Rowlandson
    Secondary

    During his 15 years of teaching, Paul has reinvented the way that he has taught Pythagoras' Theorem several times after repeatedly feeling dissatisfied with the previous way. Luckily, with a topic like Pythagoras' Theorem, one is never short of sources of inspiration! He has watched numerous teachers introduce Pythagoras' Theorem during observations and tried out lots of ideas found in textbooks, podcasts, professional literature and online. In this session, Paul will share the sequence of explanations and activities that he has used in his latest incarnation for teaching Pythagoras' Theorem and invite attendees to share their ideas with each other.

No One Left Behind!

Tracey Roberts @TraceyRebecca_

Secondary, Higher

Finding the right course for learners is often tricky, even trickier for pupils who are often disengaged or demotivated with education. This session will explore an alternative course for KS4 pupils to enable a positive and successful experience of maths.

The qualification in particular will support learners with identified skills gaps in Maths and can be used to support progression or even run alongside GCSE.

Come and see what we have learnt from delivering the course at both level 1 and 2 along with the changes in pupils perception to maths following their success, and how we make this work within our curriculum.

'I am more confident in maths since coming to CPA, the course gives me a back up for GCSE without the pressure of exams'

  • No One Left Behind!

    Tracey Roberts @TraceyRebecca_

    Secondary, Higher

    Finding the right course for learners is often tricky, even trickier for pupils who are often disengaged or demotivated with education. This session will explore an alternative course for KS4 pupils to enable a positive and successful experience of maths.

    The qualification in particular will support learners with identified skills gaps in Maths and can be used to support progression or even run alongside GCSE.

    Come and see what we have learnt from delivering the course at both level 1 and 2 along with the changes in pupils perception to maths following their success, and how we make this work within our curriculum.

    'I am more confident in maths since coming to CPA, the course gives me a back up for GCSE without the pressure of exams'

Making numbers. The joy of partitioning and decomposition.

Josh Taylor @mrtaylormaths2

Primary, Secondary

Last year I was the only full time Maths teacher at a brand new school in East Manchester with responsibility for leading all things Maths including the curriculum. In this workshop, I'll share some of the joys and wonders of how numbers are made when we consider breaking them up. We'll look at representations that help show partitioning and decomposition, helping our students become more fluent and flexible in Arithmetic, noticing patterns, making conjectures, and enjoying a deep understanding of number.

  • Making numbers. The joy of partitioning and decomposition.

    Josh Taylor @mrtaylormaths2

    Primary, Secondary

    Last year I was the only full time Maths teacher at a brand new school in East Manchester with responsibility for leading all things Maths including the curriculum. In this workshop, I'll share some of the joys and wonders of how numbers are made when we consider breaking them up. We'll look at representations that help show partitioning and decomposition, helping our students become more fluent and flexible in Arithmetic, noticing patterns, making conjectures, and enjoying a deep understanding of number.

Teaching Mathematics to Level 3 Engineering students

Dan Heller @grinninggibbons

Secondary

Who studies Engineering at Level 3?

Why do they study Mathematics?

What makes them successful in their studies?

This workshop draws on 14 years of teaching Mathematics to Level 3 Engineering students. During this time, I have developed a range of resources, activities and an approach to teaching which promotes a positive attitude towards the study of mathematics, allows students to make progress in their understanding of the topics and (hopefully!) leads to success in their End of Unit Assessments.

  • Teaching Mathematics to Level 3 Engineering students

    Dan Heller @grinninggibbons

    Secondary

    Who studies Engineering at Level 3?

    Why do they study Mathematics?

    What makes them successful in their studies?

    This workshop draws on 14 years of teaching Mathematics to Level 3 Engineering students. During this time, I have developed a range of resources, activities and an approach to teaching which promotes a positive attitude towards the study of mathematics, allows students to make progress in their understanding of the topics and (hopefully!) leads to success in their End of Unit Assessments.

GCSE Maths Summer ’22 to ’23: Everything you need to know

Andrew Taylor @aqamaths
AQA Workshop

Secondary

When you know your students, you know how to support them. Understand the results from Summer ’22 with AQA’s Head of Curriculum for Maths, Andrew Taylor, as he answers your questions about the latest summer series and looks ahead to summer ’23.

  • GCSE Maths Summer ’22 to ’23: Everything you need to know

    Andrew Taylor @aqamaths
    AQA Workshop

    Secondary

    When you know your students, you know how to support them. Understand the results from Summer ’22 with AQA’s Head of Curriculum for Maths, Andrew Taylor, as he answers your questions about the latest summer series and looks ahead to summer ’23.

Teaching GCSE functions to students who are weak at algebra

Suzanne Preston @arithmancyprof

Secondary

Even though I love algebra, and it's my default method for solving problems, my students don't always feel the same! For GCSE 2022, functions were on the advanced information so I knew my students needed to able to answer functions questions. I decided to teach composite, inverse and problem solving involving functions using BIDMAS and function machines. My students did great on that topic and it really increased their confidence and engagement. I'd like to talk about why using a common approach worked well, explain how I applied it, show why it increases confidence and get people to try a few questions themselves.

  • Teaching GCSE functions to students who are weak at algebra

    Suzanne Preston @arithmancyprof

    Secondary

    Even though I love algebra, and it's my default method for solving problems, my students don't always feel the same! For GCSE 2022, functions were on the advanced information so I knew my students needed to able to answer functions questions. I decided to teach composite, inverse and problem solving involving functions using BIDMAS and function machines. My students did great on that topic and it really increased their confidence and engagement. I'd like to talk about why using a common approach worked well, explain how I applied it, show why it increases confidence and get people to try a few questions themselves.

Three frameworks for Learner-Generated Examples

Craig Barton @mrbartonmaths

Primary, Secondary, Higher

For most of my career, I have designed the examples and questions my students answer. But my latest obsession is Learner-Generated Examples. In this workshop I will share my two favourite frameworks from the wonderful book, Thinkers, plus one of my own. I will show you how I run the activities with my students, dive deep into the pedagogy, and provide you with an opportunity to plan to use each of these frameworks for a lesson you will teaching next week.

  • Three frameworks for Learner-Generated Examples

    Craig Barton @mrbartonmaths

    Primary, Secondary, Higher

    For most of my career, I have designed the examples and questions my students answer. But my latest obsession is Learner-Generated Examples. In this workshop I will share my two favourite frameworks from the wonderful book, Thinkers, plus one of my own. I will show you how I run the activities with my students, dive deep into the pedagogy, and provide you with an opportunity to plan to use each of these frameworks for a lesson you will teaching next week.

Python Workshop for School Teachers and Students

Stephen Lynch @DrStephenLynch

Secondary, Higher

This workshop will introduce delegates to Python, the most popular programming language in the world. The workshop leader is a National Teaching Fellow, winning the award for programming in the Maths curriculum, widening participation, and research feeding into teaching. Delegates need no programming knowledge, and they will be shown how Python is invaluable in the STEM subjects and provides a means of levelling up in this technological age.

  • Python Workshop for School Teachers and Students

    Stephen Lynch @DrStephenLynch

    Secondary, Higher

    This workshop will introduce delegates to Python, the most popular programming language in the world. The workshop leader is a National Teaching Fellow, winning the award for programming in the Maths curriculum, widening participation, and research feeding into teaching. Delegates need no programming knowledge, and they will be shown how Python is invaluable in the STEM subjects and provides a means of levelling up in this technological age.

Area in depth

Jo Morgan @mathsjem

Secondary

In this session we'll look in depth at the topic of area. We'll examine curriculum, misconceptions, explanations and resources. This is a new workshop from my 'topics in depth' series.

  • Area in depth

    Jo Morgan @mathsjem

    Secondary

    In this session we'll look in depth at the topic of area. We'll examine curriculum, misconceptions, explanations and resources. This is a new workshop from my 'topics in depth' series.

Curriculum development futile without effective student revision

Ed Watson @MrEdWatson

Primary, Secondary, Higher

The recent proliferation in teachers becoming engaged with research and its accompanying impact in the classroom is exceptional. But are these advancements overshadowed by our students’ ineffective revision habits? This session explores a model of effective exam preparation whilst evaluating what the research says around the most effective methods. Is highlighting really that bad? Is restudying a waste of time? What are the best bets for maximising student success…?

  • Curriculum development futile without effective student revision

    Ed Watson @MrEdWatson

    Primary, Secondary, Higher

    The recent proliferation in teachers becoming engaged with research and its accompanying impact in the classroom is exceptional. But are these advancements overshadowed by our students’ ineffective revision habits? This session explores a model of effective exam preparation whilst evaluating what the research says around the most effective methods. Is highlighting really that bad? Is restudying a waste of time? What are the best bets for maximising student success…?

Transition to A Level Maths 2023 - what have we learnt from 2022?

Matt Man @mr_man_maths

Secondary

Now that we are well into the Autumn Term for the Class of 2022, the focus is on preparing our Class of 2023 students to do A Level Maths. Reflecting on results from the Pearson Edexcel Summer 2022 GCSE papers for the general cohort, and for my A Level Maths groups, the aim is to look in detail for areas where Year 11 Higher GCSE teachers can focus on and to see what we can all do to make the transition to A Level Maths happen more smoothly. There will be plenty of time for discussion and there will also be some questions from topics that appear on both GCSE and A Level Maths to try out!

  • Transition to A Level Maths 2023 - what have we learnt from 2022?

    Matt Man @mr_man_maths

    Secondary

    Now that we are well into the Autumn Term for the Class of 2022, the focus is on preparing our Class of 2023 students to do A Level Maths. Reflecting on results from the Pearson Edexcel Summer 2022 GCSE papers for the general cohort, and for my A Level Maths groups, the aim is to look in detail for areas where Year 11 Higher GCSE teachers can focus on and to see what we can all do to make the transition to A Level Maths happen more smoothly. There will be plenty of time for discussion and there will also be some questions from topics that appear on both GCSE and A Level Maths to try out!

Probability distributions and Hypothesis testing

Joe Berwick @BerwickMaths

Secondary

Probability distributions can seem simple to explain using textbooks, but are we missing something? My belief is that students do not get enough exposure to what they are really about and how they are formed. As teachers, we then tend to move on to the notoriously difficult topic of hypothesis testing where it is easy for students to get confused. Can we make hypothesis testing easier to understand? The answer is yes and the answer is about how we teach probability distributions and how we start off with explaining the concept of hypothesis testing. In this workshop, we will explore probability distributions and look into ways in which we can make it easier for students to transition from what they know to making sense of hypothesis testing. We will look into probability distributions and what we could be missing out if we were just focusing on what the textbook says. We will also look at the importance of our teaching of probability distributions and how this has an effect on our explanations of hypothesis testing. Finally, we will look at how to introduce the concept of hypothesis testing by using a court case and then proceeding into this tricky topic.

  • Probability distributions and Hypothesis testing

    Joe Berwick @BerwickMaths

    Secondary

    Probability distributions can seem simple to explain using textbooks, but are we missing something? My belief is that students do not get enough exposure to what they are really about and how they are formed. As teachers, we then tend to move on to the notoriously difficult topic of hypothesis testing where it is easy for students to get confused. Can we make hypothesis testing easier to understand? The answer is yes and the answer is about how we teach probability distributions and how we start off with explaining the concept of hypothesis testing. In this workshop, we will explore probability distributions and look into ways in which we can make it easier for students to transition from what they know to making sense of hypothesis testing. We will look into probability distributions and what we could be missing out if we were just focusing on what the textbook says. We will also look at the importance of our teaching of probability distributions and how this has an effect on our explanations of hypothesis testing. Finally, we will look at how to introduce the concept of hypothesis testing by using a court case and then proceeding into this tricky topic.

How I Wish I'd Planned Maths

Dave Taylor @taylorda01

Primary, Secondary, Higher

In my 15 years in the classroom, I've made mistakes. Most of these were made in the early stages of my teaching career, resulting in an increased workload for me and hindering my pupils' from achieving their full potential. I'm still learning, but if I could go back in time and speak to early-career-Dave I've got a few things I'd like to tell him. In this session, we'll look at righting my wrongs with some tips for minimising the amount of time spent planning, whilst making our lessons more impactful, and ensuring that not only are our pupils getting the best experience from their mathematics education, but we're looking after ourselves at the same time.

  • How I Wish I'd Planned Maths

    Dave Taylor @taylorda01

    Primary, Secondary, Higher

    In my 15 years in the classroom, I've made mistakes. Most of these were made in the early stages of my teaching career, resulting in an increased workload for me and hindering my pupils' from achieving their full potential. I'm still learning, but if I could go back in time and speak to early-career-Dave I've got a few things I'd like to tell him. In this session, we'll look at righting my wrongs with some tips for minimising the amount of time spent planning, whilst making our lessons more impactful, and ensuring that not only are our pupils getting the best experience from their mathematics education, but we're looking after ourselves at the same time.

Thinking Deeply about Mathematics Education

Kieran Mackle @Kieran_M_Ed

Early Years, Primary, Secondary

Thinking Deeply about Mathematics Education is a cross-sector panel assembled to address the questions preoccupying teachers at the chalkface. A unique opportunity to explore the rich connections between the different phases of mathematics education, our sole aim is to explore how we can work together to support all pupils in becoming mathematically proficient and, ultimately, leave school with a deep understanding of the true beauty of mathematics.

  • Thinking Deeply about Mathematics Education

    Kieran Mackle @Kieran_M_Ed

    Early Years, Primary, Secondary

    Thinking Deeply about Mathematics Education is a cross-sector panel assembled to address the questions preoccupying teachers at the chalkface. A unique opportunity to explore the rich connections between the different phases of mathematics education, our sole aim is to explore how we can work together to support all pupils in becoming mathematically proficient and, ultimately, leave school with a deep understanding of the true beauty of mathematics.

Behaving Mathematically

Jonathan Hall @StudyMaths

Primary, Secondary

We are all born with the power to behave mathematically. In this session, we will explore exactly what this means and how we can encourage ourselves as teachers and our pupils to behave like mathematicians in the classroom. How do we get students to ask questions, to notice, conjecture and harness their innate mathematical powers? This session will be packed with pedagogically rich tasks, engaging mathematical discussion and plenty of manipulatives!

  • Behaving Mathematically

    Jonathan Hall @StudyMaths

    Primary, Secondary

    We are all born with the power to behave mathematically. In this session, we will explore exactly what this means and how we can encourage ourselves as teachers and our pupils to behave like mathematicians in the classroom. How do we get students to ask questions, to notice, conjecture and harness their innate mathematical powers? This session will be packed with pedagogically rich tasks, engaging mathematical discussion and plenty of manipulatives!

Think Fast: The art of responding in the moment

Stuart Welsh @Maths180

Primary, Secondary, Higher

In order for our pupils to progress at pace and have success in mathematics, we need to teach responsively. This means that we need to be sure of what pupils know (and don’t know) and we need to modify our teaching accordingly. Teaching responsively is more than formative assessment. It’s a cycle involving planning, gathering data, making decisions and adapting. It can happen “in the moment” or it can happen over a series of lessons. In this session, we will discuss techniques that will help us tell what pupils have and haven’t learnt and - importantly - we will discuss the moves we can make in response. We can all teach a little more responsively and this session is suitable for teachers at all stages and of all levels of experience.

  • Think Fast: The art of responding in the moment

    Stuart Welsh @Maths180

    Primary, Secondary, Higher

    In order for our pupils to progress at pace and have success in mathematics, we need to teach responsively. This means that we need to be sure of what pupils know (and don’t know) and we need to modify our teaching accordingly. Teaching responsively is more than formative assessment. It’s a cycle involving planning, gathering data, making decisions and adapting. It can happen “in the moment” or it can happen over a series of lessons. In this session, we will discuss techniques that will help us tell what pupils have and haven’t learnt and - importantly - we will discuss the moves we can make in response. We can all teach a little more responsively and this session is suitable for teachers at all stages and of all levels of experience.

Power Tables

Sam Blatherwick @blatherwick_sam

Secondary, Higher

Have you found that your teaching of indices can often seem remote to a student's sense of number? That often it can seem like a trick? Or that in the case of fractional indices, there is very little that can be assessed without the use of a calculator? In this workshop I aim to show how you can use a Power Table to give greater understanding in your teaching of indices. Through having a go at tasks I have used with classes you will see how a Power Table links through the curriculum from KS3 to KS4 to KS5.

  • Power Tables

    Sam Blatherwick @blatherwick_sam

    Secondary, Higher

    Have you found that your teaching of indices can often seem remote to a student's sense of number? That often it can seem like a trick? Or that in the case of fractional indices, there is very little that can be assessed without the use of a calculator? In this workshop I aim to show how you can use a Power Table to give greater understanding in your teaching of indices. Through having a go at tasks I have used with classes you will see how a Power Table links through the curriculum from KS3 to KS4 to KS5.

Why you should be teaching GCSE Statistics!

Mark Heslop @emporiummaths

Secondary

One of the key points that has come out of the pandemic is a real need to increase statistical literacy, so we can evaluate the overwhelming amount of data and “facts” that are thrown at us in everyday life. In this session we will be looking at the content of the GCSE Statistics Course, delivery models and support. We will be looking at how experience of the GCSE Statistics can help reinforce understanding of the content of the GCSE Maths course and why your good foundation students should consider doing Higher Tier GCSE Statistics. P.S. There is no coursework!

  • Why you should be teaching GCSE Statistics!

    Mark Heslop @emporiummaths

    Secondary

    One of the key points that has come out of the pandemic is a real need to increase statistical literacy, so we can evaluate the overwhelming amount of data and “facts” that are thrown at us in everyday life. In this session we will be looking at the content of the GCSE Statistics Course, delivery models and support. We will be looking at how experience of the GCSE Statistics can help reinforce understanding of the content of the GCSE Maths course and why your good foundation students should consider doing Higher Tier GCSE Statistics. P.S. There is no coursework!

A journey through Geometry and Measure

Robert Smith @RJS2212

Primary, Secondary, Further Education

In this "hands-on" workshop session, you will be given the opportunity to log in to Autograph and see how you can use it in your classroom. Autograph can be used throughout the mathematics curriculum in a journey that takes us from Counting to Calculus. We are going to look at a Geometry thread throughout the curriculum starting with properties to describe 2D shapes as the first stage of developing pupils understanding of shapes.We will look at how describing shapes will help pupils to identify the features of shapes, as well as the similarities and differences between shapes, without needing to know their names. We will then move on to look at the misconception as to how Pupils can think that changing the orientation of a shape changes the number of sides and corners.

Autograph is the original and best dynamic geometry package for teaching and learning mathematics. This session is going to use the latest release of Web Autograph and as well as providing a broad overview of the features and functionality of Autograph, the session will include some great examples to use in your classroom. Created by teachers for teachers, it is pedagogically sound and allows you to bring mathematics to life in the classroom by demystifying complex mathematical ideas. In this workshops, we will then go on to explore Regular Polygons, including looking at interior angle sum and a couple fo different ways that this can be demonstrated to pupils. We can continue to develop our understanding of Area and Perimeter, more Transformations of 2D shapes including reflection and rotation.

I welcome you to join me for an exciting, interactive session that will leave you equipped to return to the classroom and wow your pupils! The workshop will focus on not just how to visualise the mathematics, but also how to structure the visualisations and generalisation in order to maximise learning.

Suitable for teachers at all stages who want to be able to go back to school with ideas about how their pupils can learn using Autograph. Autograph is suitable for those that are used to using technology in the classroom and also those who are new to dynamic software.

  • A journey through Geometry and Measure

    Robert Smith @RJS2212

    Primary, Secondary, Further Education

    In this "hands-on" workshop session, you will be given the opportunity to log in to Autograph and see how you can use it in your classroom. Autograph can be used throughout the mathematics curriculum in a journey that takes us from Counting to Calculus. We are going to look at a Geometry thread throughout the curriculum starting with properties to describe 2D shapes as the first stage of developing pupils understanding of shapes.We will look at how describing shapes will help pupils to identify the features of shapes, as well as the similarities and differences between shapes, without needing to know their names. We will then move on to look at the misconception as to how Pupils can think that changing the orientation of a shape changes the number of sides and corners.

    Autograph is the original and best dynamic geometry package for teaching and learning mathematics. This session is going to use the latest release of Web Autograph and as well as providing a broad overview of the features and functionality of Autograph, the session will include some great examples to use in your classroom. Created by teachers for teachers, it is pedagogically sound and allows you to bring mathematics to life in the classroom by demystifying complex mathematical ideas. In this workshops, we will then go on to explore Regular Polygons, including looking at interior angle sum and a couple fo different ways that this can be demonstrated to pupils. We can continue to develop our understanding of Area and Perimeter, more Transformations of 2D shapes including reflection and rotation.

    I welcome you to join me for an exciting, interactive session that will leave you equipped to return to the classroom and wow your pupils! The workshop will focus on not just how to visualise the mathematics, but also how to structure the visualisations and generalisation in order to maximise learning.

    Suitable for teachers at all stages who want to be able to go back to school with ideas about how their pupils can learn using Autograph. Autograph is suitable for those that are used to using technology in the classroom and also those who are new to dynamic software.

Where to look for world-class resources

Douglas Butler @douglasbutler1

Secondary, Higher

Douglas has been collecting maths resources for many years, and they are collected online in his TSM Resources site (Technology for Secondary Maths).

  1. Autograph resources (videos and files)
  2. Integer lists
  3. Images for Maths
  4. Data for Maths
  5. Resources from significant professionals
www.tsm-resources.com @douglasbutler1

  • Where to look for world-class resources

    Douglas Butler @douglasbutler1

    Secondary, Higher

    Douglas has been collecting maths resources for many years, and they are collected online in his TSM Resources site (Technology for Secondary Maths).

    1. Autograph resources (videos and files)
    2. Integer lists
    3. Images for Maths
    4. Data for Maths
    5. Resources from significant professionals
    www.tsm-resources.com @douglasbutler1

Daydream Interweaver – Reciprocals

Nathan Day @nathanday314

Secondary

Some concepts keep popping up throughout the maths curriculum, often in unexpected places. One of these key ideas is the reciprocal of a number – the multiplicative inverse.


In this interactive workshop, we will take a detailed look at reciprocals as an example of how interweaving can help bring mathematics’ recurring characters into the limelight, showing the connections between different topics and exploring these vital concepts in depth.

  • Daydream Interweaver – Reciprocals

    Nathan Day @nathanday314

    Secondary

    Some concepts keep popping up throughout the maths curriculum, often in unexpected places. One of these key ideas is the reciprocal of a number – the multiplicative inverse.


    In this interactive workshop, we will take a detailed look at reciprocals as an example of how interweaving can help bring mathematics’ recurring characters into the limelight, showing the connections between different topics and exploring these vital concepts in depth.

Key Concepts in GCSE Maths [KS3 and KS4]

David McEwan - @AQAMaths

Secondary

What are the really key concepts to know before starting a GCSE in Maths? What prior knowledge helps a student to understand the content, to make good progress and acquire new skills? Explore these questions with AQA’s Maths Curriculum Manger, David McEwan, as he explains what the implications are for teaching and how it might affect assessment for learning as students progress from year 7 to year 11.


There’ll be plenty of opportunities for discussion and lots to talk about for teachers of all exam boards. You’ll have time to share best practice and to draw your own conclusions. So, please join David for a thought-provoking discussion that you’ll want to continue after you’ve left the room.

  • Key Concepts in GCSE Maths [KS3 and KS4]

    David McEwan - @AQAMaths

    Secondary

    What are the really key concepts to know before starting a GCSE in Maths? What prior knowledge helps a student to understand the content, to make good progress and acquire new skills? Explore these questions with AQA’s Maths Curriculum Manger, David McEwan, as he explains what the implications are for teaching and how it might affect assessment for learning as students progress from year 7 to year 11.


    There’ll be plenty of opportunities for discussion and lots to talk about for teachers of all exam boards. You’ll have time to share best practice and to draw your own conclusions. So, please join David for a thought-provoking discussion that you’ll want to continue after you’ve left the room.

Golden threads through the mathematics curriculum

Neil Almond - @Mr_AlmondED

Primary and Secondary

In this workshop we will look at how, particularly at primary, we can create more time in the curriculum by focusing on golden threads that can cohere the curriculum together. In particular, we will look at the foundations of the area model and how this model can be used to hook many mathematical ideas within and beyond the curriculum repayments for primary mathematics.

  • Golden threads through the mathematics curriculum

    Neil Almond - @Mr_AlmondED

    Primary and Secondary

    In this workshop we will look at how, particularly at primary, we can create more time in the curriculum by focusing on golden threads that can cohere the curriculum together. In particular, we will look at the foundations of the area model and how this model can be used to hook many mathematical ideas within and beyond the curriculum repayments for primary mathematics.

Location

MEA Central
Lytham Road
Manchester
M14 6PL

Extras

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.

Be sure to check out your colleagues' handywork on Twitter at #MC30Cake. And, of course, remember to tweet a picture of your own cake before you finish it all! We know how delicious they are!

Treasure Hunt

Throughout the day you will have a collection of mathematical questions that you need to find and solve, with each question labelled with a greek letter. Solve the questions, and using our cipher, convert the greek letters to give you a mathematical word. If you get the correct word, you will be entered into a prize draw and be in with a the chance of winning an Amazon Fire Tablet.

Charity Raffle

As with all of our conferences, we want to take advantage of this incredible opportunity to contribute to worthy cause! We will be running a raffle where you can win a selection of mathematical prizes, with all proceeds going to the Macmillan Cancer Support.

Friday Night Meet-up

It's a MathsConf tradition for delegates arriving on Friday to meet up at a local bar to catchup with the community, network and talk all things mathematics.

We'll be sending out further information to all ticket holders nearer the time.

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