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 Cuisenaire Rods!

It seems to have been established that generic problem solving is not something which can be learnt - it is domain specific and non-transferable. This session will look at what "problem-solving" techniques can be taught, which will have the biggest impact on students and how it can lead to them more successfully engaging with the mathematics curriculum.

In this workshop, we will share the findings from our current project aiming to explore and improve mental maths calculation in Years 3 and 4. We will be exploring the impact of Covid on children's emerging understanding of mental calculation, why children need to develop their mental calculation skills, what the common problems are and how we are working with schools to fix them.

In this session we will explore how we, at St. John’s Primary, managed our implementation of Complete Mathematics across a large school and adapted our instruction to support all pupils in learning the right mathematics at the right time.

This will include how the use of Tutor and the formative assessment aspects of Classroom have been developed to support hyper-targeted teaching and autonomous self-learning habits in our KS2 children. 

Alongside this, we will consider how we have adapted to the change to a non-scheme platform like Complete Mathematics by developing  a common 'language' of modelling using the bar modelling templates from https://www.thinkingdeeply.info/ and the explicit teaching of deep maths structures to children.

In this session, we will explore how technology can support the teaching of maths through the use of virtual manipulatives and other online resources. You will have an opportunity to see them in action and discuss key evidence for how to use technology to deepen learning and support understanding.

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?