The Complete Mathematics Conference is the UK's largest Mathematical Teacher conference, bringing together thousands of maths teachers each year, from primary, secondary, and higher to collaborate and learn from each other.
MathsConfOnline is the perfect way to end the working week with easily digestible mathematics wisdom from educators around the globe, plus you get to keep you Saturday clear for whatever you want! (perhaps nursing a sore head from the post-conf virtual meet up)
Workshops are delivered by expert maths teachers from all across the world, who have a voice, and want to share their love of maths (this could be you!).
To keep these virtual conference experiences as true as possible to our face to face conferences, throughout the day, we will have many different speakers running workshops at the same time, so you can pick the workshops that specifically relate to you. But fear not! The recordings of the entire conference will be available, for you to catch up on any you miss!
MathsConf is all about educators learning from each other, sharing what they've learnt in their classrooms or through their research. We welcome MathsConf workshops on a variety of topics from a variety of presenters - from primary to FE and beyond. Whether this will be your first time presenting or your tenth click the button below to get the ball started.Submit your workshop proposal
I recently asked a Year 8 child to add 6+12. It took her a while. She explained to me that she 'put 12 in her head' and counted on 6 more on her fingers. The recent curriculum focus on formal calculation methods in primary is not a bad thing per se. but it may well have led to insufficient emphasis on mental calculation strategies.
All too often, it simply doesn't occur to students such as the Y8 girl that they can use what they already know (6+2=8) to find the answer, and hence get to the right answer in less time and with less effort.
In this workshop we will look at resources aimed at redressing this balance, so that ALL our children can become confident, fluent calculators.
Born at an early age, Andrew briefly held a world record as the youngest person on Earth. A trained secondary teacher, Andrew chose instead to spend his career trying to help primary children and teachers learn and love mathematics.
At school, Andrew was in trouble regularly, due to undiagnosed learning difficulties, but he found refuge in the logic, beauty and predictability of mathematics, and has a real desire to help children who struggle. He currently enjoys teaching in a primary school in a deprived area of Sussex, and volunteers for Maths Week England, the largest Maths Festival in the World.
In this workshop we'll take a magnifying glass to current pedagogical practices in mathematics education. The aim will be to develop a greater degree of nuance in our understanding of what might work well and under what circumstances. It's possible that more questions will be posed than answers given.
Dan Pearcy has been a teacher, a head of department and a Senior Leader across six different schools in three different Countries. He is currently teaching, alongside being Head of Year, at the International School of Lausanne in Switzerland.
He has an MA in Education from Durham University, where he helps train iPGCE students. He is also incredibly passionate about mathematics having recently published a book on Mathematical Beauty.
Number routines foster student voice as they discover the math all around them. I love that number routines are responsive to the students' understanding and encourage personal strategies and sense-making. Using daily number routines helps build a mathematical community where students feel safe and are willing to take risks to talk all about big concepts in mathematics.
If you want to explore some quick number routines and discover how they connect to the big ideas in mathematics, join me in an interactive session to explore some number routines such as: 3 Act Tasks, Number Talks, WODB, Choral Counting, Same and Different, Quick Images, Estimation Routines...and the list goes on and on. You’ll leave with lots of number routines to start exploring in your classroom on Monday morning!
Vikki has been teaching in Canadian elementary schools for 17 years, as well as occasional part time university lecturer positions. She holds Masters degrees in Technology Integration and Leadership, as well as a Postgraduate Certificate in Teaching Elementary Math. She is passionate about making learning active, fun, and engaging for all students - no matter what the topic. Vikki has worked as an elementary literacy and math mentor for several years. She believes that students can learn anything, given the right tools and the right environment. Her favourite work is in the classroom with students, and working with teachers to foster curiosity about learning. A seasoned presenter - Vikki aims to leave everyone she meets with practical ideas to take into the classroom as soon as possible.
Using the work of Doug Lemov I will talk about which Teach Like a Champion strategies are really beneficial to all students in the mathematics classroom. There is no prior knowledge of the techniques needed. The session will include explanations and videos of myself using the strategies in the classroom and what benefits I feel they have had. A range of techniques will be covered that enhance focus, engagement, behaviour for learning, oracy and more.
Secondary maths teacher in a inner city school in Manchester. Worked in a variety of leadership roles previously but taken a step back and currently enjoying teaching being my main focus.
I once wrote a resource (a Digitiser) that went down far better than expected with my students. It involved writing down a true mathematical statement featuring numbers, and then rubbing out the digits 1 to 6 once each. The task then became to put the six digits back in truthfully. I decided to write more of these, in the first instance for A Level Maths, although the idea can be used at any level. I found that they are fun to do, but possibly even more fun to write. The Digitisers I have written so far will be freely available at the session.
I've been a maths teacher for over thirty years, teaching currently at Frome College in Somerset. I've written lots of resources for A Level Maths that are freely available on my websites (eg at www.risps.co.uk). I was the originator of the maths competition Ritangle, and I've helped to author this for the last six years.
The AMSI Schools team has delivered over 7000 hours of professional learning with 3000 teachers around Australia during the CHOOSEMATHS program between 2015 and 2020. This session will unpack the four principles that we have used to drive the program and build teacher’s capacity in mathematics.
1. Data is an essential element required to identify the key focus of professional learning and teacher support.
2. There must be a planned and explicit school focus on mathematics professional learning in schools.
3. The availability of skilled mathematics teaching leaders at the school level, who have the time and the skills to coach and support colleagues, is critical to sustaining any improvement in maths teaching and learning.
4. The opportunity for practicing teachers to embed what they have learned in the classroom is essential. Teacher professional learning must also be experiential to be effective.
Leanne started at AMSI in January 2016, as part of the CHOOSEMATHS team and has travelled Australia (with an emphasis on the Mackay region in Central Queensland), sharing her love of Mathematics education with teachers and students. As a part of her Master of Education in Evidence-based teaching, she has developed a real passion for the use of data to inform teaching and has developed tools to assist teachers in analysing standardised test data.
Over her 25-year teaching career, Leanne worked at Independent, Government and Catholic schools, teaching both primary and secondary Maths, Science and Biology. The last 10 years have seen her working with teachers and educators across Australia to bring these subjects to life from pre-school to adult.
Leanne is the voice of the MathsTalk Podcast, which was started by the team in 2019. It is the only Australian podcast that is dedicated to Mathematics teaching, and we really want to hear the voice of Mathematics educators. She would LOVE to hear from you about possible topics, guests or any other suggestions to make it bigger and better. Listen to any or all of the episodes on Apple Podcasts or Spotify (or wherever you get your podcasts) and drop her a line.
How to engage learners and develop their mathematical curiosity…
A recent Shine Award recipient, Julia has a wealth of experience as a maths teacher trainer and Author. She also sits on the AQA Expert Panel and is the creator of 5Rsonline and its resit curriculum.
At Mathsconf 25, I spoke about teaching for understanding at A level. In this talk, I would like to apply these ideas to teaching integration.
Under the old A level specification, specific skills were examined in different units and it was possible to teach integration as a discrete set of skills. The new specification has given us the opportunity to teach integration in a much more pervasive way, particularly its links to mechanics. In this talk, I will share strategies, examples and resources to develop a deeper understanding of integration in our students.
The talk will conclude with a suggested method of introducing integration by substitution, aimed at developing conceptual understanding.
I have been teaching A level Maths for 12 years and Further Maths for the last 7. I have previously worked as a Key Stage 5 Coordinator.
I am interested in A Level pedagogy and teaching for understanding. In the last two years, I have got really into task design and I share resources on my website. I also have a YouTube channel called “Maths in an empty classroom”.
Primary school teachers will explore Tinkercad functions and build a mathematical model of a 3D neighbourhood using mathematical content from key stages 1 and 2 of the English National Curriculum. Each primary school teacher will be given a task to help complete the construction of the 3D neighbourhood. Within the activity, primary school teachers will explore mathematical content such as identifying and understanding 3D-shape, reflection and transformation. At the end of the activity, as a group we will discuss views on using Tinkercad as an educational tool in the primary classroom and explore how primary school students can engage most fruitfully with this activity.
Matthew Meangru has taught mathematics at the High School, Community College and University levels in New York City. He is currently a Third year Post Graduate Researcher at the University of East Anglia. His research focus includes Mathematics Teacher Education, Mathematical Affect, 3D modelling, and 3D printing. He is interested in how pupils at the primary level can engage in mathematical topics in a fun and meaningful way.
In 1982, Mathematics Counts - Report of the Committee of Inquiry into the Teaching of Mathematics in Schools under the Chairmanship of Dr W H Cockcroft was published.
It was a wide ranging account to consider the teaching of mathematics in primary and secondary schools.
It begins by looking back at past criticisms of the profession and questions why we teach mathematics. The report looks at teaching in primary and secondary including the use of calculators and computers and ponders the ways forward.
By asking similar questions, the interactive session will ask:
Have things changed?
Have we moved forward?
What can we still learn from the report (and our subsequent experience) in 2021?
Therefore, what timeless practical steps can we implement now to improve learning in mathematics and that can be discussed at MathsConfX in 2062.
Andy began teaching when the Cockroft report was still ringing in teacher's ears and the BBC B microcomputer was the state of the art computing device, disks (for memory storage) were floppy and Christmas was spent reading the latest casio fx 8 manual.
Having taught in a variety of schools in the UK and aboard, Andy is now an Adviser on the beautiful island of Jersey sharing best practice across both the primary and secondary sectors.
A movie can, in a short space of time, make you laugh, cry, feel nervous, scared or excited- all of which adds to the overall experience. What about a maths lesson? Planning often considers what students will be doing at different parts of a lesson but perhaps it too often ignores how they may be feeling. What emotions could students experience whilst doing mathematics and what are they? This session will explore the emotional relationship students can have with mathematics in the classroom and discuss how this can be a force for good as well as bad.
Craig has been teaching for 10+ years. Having previously working in Oxfordshire, Spain and London he is currently leading mathematics for a trust in the midlands.
During the 2020 - 2021 academic year, I was in a very fortunate position where I had two different Year 8 classes. However, when the topic of bearings came up, it left me with a problem. One class understood the topic with a few minor errors here and there. Whereas the other class found the topic difficult to understand. Then there I was with a new problem, how do I unpick bearings to help pupils gain a sense of understanding?
I started to reflect, I scrolled through various websites, flicked through books and swiped through EduTwitter. Sadly, I found very little that helped with what I had in mind. (I may not have been looking hard enough). So I began by breaking down the topic and analysing the different elements of teaching bearings, and there I found my breakthrough in the chosen language in which we communicate bearings.
In this workshop we will look at a specific way of teaching bearings using an atomised approach to help pupils gain confidence and understanding in this topic.
I graduated from the University of Chichester in 2017 with a BSc in Mathematics and Mathematical Learning. These were my first steps into the world of Maths Education and ever since then I have been interested in the Teaching and Learning of the subject in schools. I am currently the head of Lower and Middle School Mathematics at The John Wallis Academy in Ashford, Kent.
Did you know some of the most famous unsolved mathematics problems involve concepts that students as young as seven can understand? And with a well planned lesson, you can actually have students practice fluency, start to learn proof, and be inspired by stories of great mathematicians of the past and present. I've run enrichment programs in schools in the UK and internationally and have learnt what works (and what doesn't!) and would love to share with you my resources and ideas, whilst talking about pancakes, Minecraft and much more.
After training and working as a secondary mathematics teacher in the North West of England, Dominic moved into teaching primary, with a focus on mathematics, particularly working with those beyond a mastery level. After moving to Hong Kong, Dominic worked as a technology specialist and coach, but maintained his work in primary mathematics, setting up a national mathematics competition and creating and delivering a new acceleration/ enrichment curriculum. Now in Tokyo, Dominic continues to work in international schools helping set up and teaching enrichment programmes.
Encourage young mathematicians to collaborate with others using google slides. Google slides is an interactive tool that can be used to strengthen math skills, develop new skills, and enhance critical math thinkings through collaboration. Find ways to utilize ready made templates and create new templates for primary students to share grow into great mathematicians who take ownership of their learning.
Alexis Richardson has been in education for 13 years. Twelve of those years were spent as a 5th grade teacher. She taught 5th grade math and science for the majority of the time. She started her teaching career with Rowan Salisbury Schools and currently has a principal internship in Cabarrus County Schools. She has presented at the Rowan Salisbury Back to School conference for a numbers of years.
It's a MathsConf tradition for delegates arriving on Friday to meet up at a local bar. As MathsConfMini is on a Friday, we thought why not run this as a post-conf meet up instead!
Join us on Friday night from 10pm via webinar for as little or as long as you like, for a Quiz, Bingo, Puzzles, and more!
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, with all proceeds going to the Macmillan Cancer Support.
We will also be donating all profits from conference ticket sales to Macmillan Cancer Support!
In the virtual bag you will find a collection of mathematical questions that you need to 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.
#MathsConfOnline, following the success of our previous virtual conferences (#MathsConf23, #MathsConf24, #MathsConfMini, #MathsConf25, #MathsConf26 and #MathsConfMini2) will be taking place virtually! So you can sit back in the comfort of your own home, join us online, and enjoy an evening listening to your fellow educators share their ideas, thoughts and innovations.
“ In the 59 years I've been on the planet, #mathsconf23 has been the best day of maths ed I've ever experienced. Thank you so much, one and all! Still on a high... ”
“ Amazing day, especially since I live overseas and can't attend these when they are in person events. The variety and quality of presentations is very impressive. The whole set up of the day was excellent, easy to move through the day and between sessions. ”
“ Thank you for an amazing day #mathsconf23 I have thoroughly enjoyed every single moment and have learnt an awful lot. Great work. ”
“ Thank you @LaSalleEd for a customarily slick and professionally-run virtual #MathsConf23–right up there with normal events. Brilliant day hearing loads of interesting stuff. ”
“ Some of the best professional learning you can get at an unbelievable price. Thank you for organising. ”