The Complete Mathematics conference for mathematics subject leaders and teachers in primary schools brings together teachers from across the country for an informative day of discussion, debate, policy updates and exploring impactful teaching and learning.
Sessions include workshops from Matt Swain, Stephanie Taylor, Bernie Westacott, Stuart Welsh, Kieran Mackle, Siobhan King, Gill Shearsby and more!
Mastery is an understanding that all children can learn but that some children will need longer than others to understand some things.
Based on this belief and across five very different schools, we built a true mastery model for learning; one based on keeping up and keeping together.
In this session we will walk through the rationale, conditions, logistics, structure, assessment and intervention that make an approach to mastery learning that works for every pupil.
The Next Big Thing in Mathematics Education is an exploration of one of the key themes running through primary mathematics; The Structures of Arithmetic. What are they, why are they so often overlooked, how can we build them into our curriculum sequences and, most importantly, how can we support all pupils in developing a rich and deep understanding of the structures? In this session we will try to answer each of these questions and explore tasks which can help place arithmetic structures at the heart of our practice.
Recall of additive facts within 20 is essential for fluency and flexibility in mental calculation. A particular issue in mathematics is that children can reach the correct answer to a calculation using a variety of different strategies with varying degrees of efficiency. Pupils who do not move beyond counting, are significantly disadvantaged. This workshop will consider the importance of building recall of facts securely through understanding of how the facts are derived and relationships between them in order that they can be applied and built on further. Fluency requires students to be taught to notice relationships and to choose efficient strategies.
'I know that...I know how...I know when...'
Now that we've got our heads around fluency and reasoning, let's look a bit closer at approaches to problem-solving. The strategic use of declarative and procedural knowledge, known by Ofsted as 'conditional knowledge', is surely the ultimate aim for our pupils. But what is problem solving? Is it a discrete skill? A collection of strategies? Is it teachable or do some children just 'get it'?
In this session, we will define routine and non-routine mathematical problems, share examples of how these can be used across all primary phases and consider where problem-solving fits within a learning sequence.
Should teaching and learning mathematics always entail movement from the concrete to the abstract?
If we use manipulatives (real and virtual) in our classrooms, how do we try to ensure, that as well as being confident working within the manipulative system, pupils also see the connection to the symbolic system?
How can teachers make use of different types of digital technology to provide students with activities that will enhance their mathematical learning?
We will examine these questions, and work through some examples of how these considerations relate to specific uses of both real and virtual manipulatives across various aspects of the curriculum.
Thinking Deeply about Mathematics Education is a panel designed to generate discussion around some of the biggest questions facing all teachers of mathematics. With the opportunity to think deeply about the questions provided throughout the day, this attendee populated panel will ask and seek to answer the following questions…
Does “greater depth” exist and, if so, what is it?
How can we ensure all pupils are given the opportunity to engage with the depth and complexity of mathematics?
What do you do when in need of inspiration for task design?