The Complete Mathematics Conference is the UK's largest Maths Teacher conference, bringing together thousands of maths teachers each year, from primary, secondary, and FE to collaborate and learn from each other.
We are extending #MathsConf25, to not just all of the UK, but to the rest of the world too! At our last Virtual Conference, we had attendees from over 70 countries!
This new 'Virtual Conference' includes workshops 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
Here's an interesting question to ponder: How would you explain mathematical beauty to someone that has never experienced it before? After many failed attempts at this, I decided to devote some time to thinking about it.
If you're interested in understanding mathematical aesthetics more deeply and you'd like to pass that onto others then this workshop is for you.
Dan loves doing and teaching mathematics. He blogs at danpearcy.com and recently published a book called Mathematical Beauty.
Can 7-year-old children learn algebra? Of course they can, but only if you don't start there!
This session will look at the story of the Rosetta Stone, and how it helps us see how children can learn algebra very simply by starting with a few pictures of Numicon! Numicon is not required to take part in this session, just pencil and paper.
Born at an early age, Andrew briefly held a world record as being the youngest person on the planet.
At school he was always in trouble, due to undiagnosed learning dificulties, but he found refuge in the logic, beauty and predictability of mathematics. Algebra personifies that logic and beauty and has long since been a passion of Andrew's. He currently enjoys teaching in a primary school in a deprived area of Sussex and volunteers for Maths Week England.
Does Probability always have to be perplexing?! Are Venn Diagrams very confusing?!
This session will focus on how to reliably solve probability problems, exploring the use of Venn Diagrams, 2-way tables and more. Introducing basic ideas and set notation from KS3 through to calculating conditional probability at A Level. Lots of common misconceptions addressed and some lovely probability problem solving included that you can take straight back to the classroom.
Lucy has been a Maths teacher for 13 years and has a particular love of all things Stats and Probability. She strongly believes in teaching to the top and having high expectations, but that we have a responsibility as teachers to make things accessible to all by using well thought through teaching methods and excellent resources.
Ever wished for more practical geometry puzzles?
Origami Dots is my intriguing puzzle book where the problem always remains the same. Fold the corner of the paper to a given dot and find the folded area. However, a small move of the target dot can drastically change the logic needed to find the solution.
Origami Dots therefore provide a rich source of SSDD (same surface, different depth) problems as techniques for solving the puzzles range from simple fractions to trigonometry, quadratic equations, Pythagoras and beyond. Even surds are given a practical purpose as solutions are compared for deeper understanding.
In the session there will be a opportunity to hear some of the rationale behind the puzzles and how they might best be used in the classroom. More importantly a chance to have fun solving some of the problems in the book.
Andy Parkinson is the mathematics adviser on the island of Jersey in the Channel Islands. He has taught mathematics for over 30 years in the UK and around the world. He sees mathematics as an opportunity for creative thinking.
Every word problem tells a story, stories tell word problems.
Following two sessions looking at 10 strategies into deciphering word problems, this third session looks at creative approaches to the story stimulus for word problems using picture books, cartoon, infographics and moving image.
Starting a career in Mathematics teaching over 25 years ago (involving roles as a Mathematics Coordinator/Lead Teacher and AST) in Greenwich and Hillingdon, Senior Lecturer in ITT and Mathematics Consultancy, delivering hundreds of courses and writing publications for the DfE and BEAM. Since January 2018, I now work as part-time Consultant and part-time Maths Specialist/T&L Lead in Years 1, 5 & 6 teacher for two Slough schools.
We may like to believe that the technical terms in mathematics ensure clarity of meaning: “Just a matter of definition, don’t you know.” Even if true for mathematicians ambiguity is one of the many communication issues confronting us in the mathematics classroom. Not that mathematicians get let entirely off the hook: renowned mathematician Henri Poincaré pointed out that “Mathematics is the art of giving the same name to different things.”
I hope you will join me in exploring conflicting meanings and consider ways of addressing the such conflicts. You’re invited to bring along examples of learner mathematical difficulties relating to mathematical language.
Jim Thorpe has taught mathematics in secondary schools, Further Education, and University - and continues to do so at the Open University. A passionate believer in the possible contribution of mathematics to the technical, personal and social development of adolescents, Jim is interested in the relationships between language and mathematics and among other publications contributed to the publication ‘Language and Mathematics’, originally published by Association of Teachers of Mathematics as a booklet, now available to down load.
It is easy misuse concrete materials, such as algebra tiles, and simply use them to model a procedure rather than as a tool for sense-making.
In this workshop we will look at how algebra tiles can be introduced and used with classes whilst avoiding being too prescriptive with their use. Whilst talking about equations I also don't want to miss the opportunity to talk about using balances to represent equations and how to link this to many other areas of mathematics, including graphs, sequences and inequalities.
Charlotte has been teaching mathematics in secondary schools for over 8 years and currently leads on CPD and KS3 mathematics at a large, successful secondary school. A self-confessed mathematics education geek, she is passionate about increasing the use of manipulatives in the secondary classroom and is also the branch representative for the new Stoke and Staffordshire branch of the Mathematical Association.
Help your students discover the joy of maths!
We’d all love our students to engage more in mathematical tasks outside of the classroom. During this session I will share a variety of fun maths related activities that I introduce in class in the hope that some students will be inspired to continue with them at home. It will include activities suitable across the secondary age and attainment range.
Over the past 15 years I taught Maths and Science in schools in England and Switzerland before moving to my current school, The British School of Brussels.
Here I teach Y7-13 Maths & Further Maths and coordinate KS3 Maths. I am also a Professional Learning Partner working on curriculum development across the primary and secondary schools. This allows me the fantastic opportunity to work closely with primary colleagues on developing a more cohesive & continuous curriculum. I love to observe how maths is experienced from early years all way up to KS5.
This workshop takes you through our research led approach for modelling mathematics in the classroom. We look at how we choose our examples, how to model the skill of problem solving and how careful narration can support mathematical thinking in a controlled and structured way.
Dave Tushingham is a maths teacher with 15 years’ experience teaching maths in Wiltshire, South Gloucestershire and Bristol. Dave Tushingham qualified as an AST whilst working in Wiltshire before returning to South Gloucestershire to work as an AST and Head of Mathematics. Currently working as a Lead Practitioner within the Greenshaw Federation in Bristol, Dave Tushingham is an accredited Professional Development Lead through the NCETM and is following his passion for continually developing his interpretation of the principles behind Teaching for Mastery in mathematics.
Rhiannon Rainbow is a maths teacher with almost 20 years’ experience teaching secondary maths in Herefordshire and Gloucestershire. Rhiannon completed a 4 year BSC Hons QTS Primary Maths EY at UWE before making the move to being a secondary school maths teacher where she has held a variety of roles. In January 2018 she joined the Greenshaw Learning Trust and has been working with schools across Gloucestershire, South Gloucestershire and Bristol combined with her Assistant Headteacher role at Five Acres. In September 2020 Rhiannon started in her role as the School Improvement Lead for Mathematics across the Greenshaw Learning Trust and began her journey in Cohort 5 of the NCETM Secondary Mastery Specialist Programme.
How do we teach our students to become good mathematicians?
In this session, I will share some strategies and resources to help develop resilience, independence and understanding in the A level classroom.
I have been teaching Mathematics for ten years and have taught Further Maths for the last five. I have previously worked as a Key Stage Five Coordinator.
In March 2020 I set up a YouTube channel, Maths in an empty classroom, to support A level students with remote learning. I also joined Twitter and have been overwhelmed by the generosity of the Maths teaching community.
Embedding Maths in the everyday routine of any Early Years or Key Stage 1 setting is so important.
Stories, song and puzzles are powerful tools to support with this and can help to stimulate and unlock children's early mathematical thinking.
In this workshop, we will explore the research around this idea and explore practical ideas, which can be used in any Early Years or KS1 setting.
Lover of all things Maths
Maths Lead, Maths SLE, Specialist Maths Teacher and PD Lead for NCETM
Assistant Research School Director
Are formative and summative assessment mutually exclusive? Does assessment promote learning, or performance? How do we assess the whole curriculum? Does assessment promote a tickbox culture? How do we get students engaged in the process? Should you bother with QLA? What about whole class feedback?
All these questions and more will be tackled in a whistle-stop tour of one Department’s assessment regime. Be prepared to leave with more questions than answers as we build up to answering the biggest problem of all – how do we really measure progress in Maths?
Chris is a Head of Maths at a large secondary in Oxfordshire. He began teaching in 2006, on the very same day his first child was born. As his career hit its teenage years and encountered social media, he began questioning all that he thought were true about mathematics learning.
In a bid to prevent said career from staying in its room and only coming out for food and parcels, he is now a veteran of the conference world (this'll be his third..), so he finally feels ready to share all the ideas that he's borrowed from the clever people he has met along the way.
Working across multiple bases gives profound insight into place value, arithmetic and algebra. In this workshop we will explore numbers, digits, numerals and base systems. And how that leads to a robust understanding of place value and use of the radix point (decimal point in base ten).
I’ll be sharing practical ideas and experience of making multi-base accessible to a range of pupils in primary and secondary. Using exploding dots and other representations.
Atul is a full time online maths and Science tutor. Teaching students all around the world virtually. He teaches a wide range of mathematics from number sense, skip counting to A Level maths. His passion is in inspiring low attaining students and those with Dyscalculia. He is also interested in education technology, blogging and music.
Are you having trouble getting your students to engage in math class? Not sure if they are even there?
This workshop will explore this problem of practice many math educators face and provide some solutions for the most common reasons students struggle with engagement in their math classes.
David is a Senior Curriculum Designer for DreamBox Learning, working remotely from his island paradise of Denman Island, British Columbia. He taught math in NYC, London, Bangkok, and Vancouver and has been involved in education in some capacity since 1991.
As a previously maths-anxious primary practitioner, discovering the very existence of number talks not only helped to create a joyful and inclusive routine for learners, but improved my own developing number sense and enjoyment of working with numbers.
This session is a dedicated focus on what number talks involve and how they´re an inclusive approach transforming the mathematical experience of learners and teachers everywhere.
Alex identifies as formerly maths-anxious, now maths-passionate. She credits number talks and their pedagogy for repairing her own relationship with maths and transforming the way she teaches across the maths curriculum.
Alex now works to share the joys of number talks, exploring their nuances, with other educators who are looking for inclusive approaches that engage and empower students to develop number sense.
Exit Tickets are a useful tool for assessing students understanding and misconceptions. Join me to find out how we can use them to develop our lessons further and help spot our students misunderstandings.
Rebecca has been a Mathematics teacher for 20 years and now work as a Mathematics Lead Practitioner. She loves all things Maths (and Doctor Who) and lives for the ‘I get it now’ moment.
Every minute in the classroom counts, especially lately. I combine retrieval practice, interleaving, schema and knowledge organisers to ensure that my students learning is maximised from the moment they walk in. I also use my starters to gap fill, pre teach upcoming topics and remove the old "I didn't know how to do my homework" excuse!
Suzanne is a maths teacher for a large MAT in the North-west of England. She made a career change and moved into education almost 10 years ago, working first as a TA, then HLTA, then intervention specialist before going back to university for the third (and final time!) and completing her PGCE. She has taught maths and science and enjoys both equally and hasn't regretted her career change. In her free time, she reads, enjoys escape room games and being a nerd.
I've never thought so much about Maths curriculum as I have in the last 2 years, and what I've learned has really opened my eyes.
I've made some mistakes with curriculum, so I've tried to fix them, this workshop aims to tell you what I've learned and what we can do about it.
I definitely don't have all the answers, but I am a dreamer; so by first of all looking at the wider lense of a coherent curriculum and narrowing down onto what this looks like in practice every day in a school, hopefully this session will give people some ideas, (or at least give me some peace and quiet from my noisy children!)
Wayne is Head of Mathematics & Computing at a comprehensive school in Gloucester.
He has been teaching since 2012 and took over as a Head of Maths at his current school in 2017 when the department had a P8 of -1.3, within 2 years they had improved this to 0.69, making it one of the most improved Maths departments in the country.
"When I am not teaching Maths or on Twitter, I can often be found playing dinosaurs with Brody and Landon. (As my colleagues soon discovered during lockdown)"
This workshop will introduce primary school teachers to a 3-Dimensional (3D) mathematical modelling activity that addresses topics from key stages 1 and 2 of the English National Curriculum.
In this workshop, attendees will learn to incorporate a free 3D modelling software called Tinkercad into a mathematical modelling activity used in their classroom. I will discuss the design of the mathematical modelling activity and how it can help better understand primary school pupil engagement in a mathematics classroom.
Afterward, the attendees will be able to work on the mathematical modelling activity together through Tinkercad. At the end of the workshop, there will be a discussion of how the attendees envision using a 3D mathematical modelling activity in their classrooms to encourage primary school pupil engagement in mathematics.
Matthew Meangru has taught mathematics at the High School, Community College and University levels in New York City. He is currently a second 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.
Maths anxiety (MA) can have a devastating effect on an otherwise capable learner’s performance in maths. To understand why this happens, it should be considered from both a cognitive psychology and phenomenology (lived experience) perspective, as they help explain its influence on both a learner’s thoughts and emotions.
This workshop will explore various factors associated with MA to include: learner behaviour; its relationship with working memory; and strategies that can reduce MA at the individual and class level. We will learn that mitigating MA’s effects on maths learning is vital, if we are to prevent its impact potentially damaging our students’ life chances.
Limes teaches maths GCSE resit at a sixth form college, and previously worked at a secondary academy with children in care and pupils with SEN. Her passion lies with supporting students at risk of not achieving their maths GCSE. Limes' BSc. Psychology and MSc. Neuroscience and Education, where she researched the relationship between maths anxiety and working memory, have been invaluable in informing her teaching practice.
How do we as teachers evolve from the bringer of knowledge to the researcher of student thinking? What would happen if we let our students take the lead?
Together we will explore the role of the teacher as reachers, the student as the expert and what tasks can create to open the door for all of our students to take the lead in the maths classroom.
Christine Allen is an elementary teacher educator, math coach for the UCLA Mathematics Project. Her passion is the support teachers in evolving their math practice to create a space for each child to see themselves as an incredible mathematician. Understanding children's math development and listening to student thinking is where the magic lies.
Does this sound familiar? "But why are the horizontal translations and dilations from the y-axis backwards?" Have you had trouble with translating circular functions horizontally? This is the workshop for you.
Here, we will look at how modified tables of values can be used to sketch transformed graphs and explain why vertical transformation work one way, but horizontal transformations seem to work in another way. We will look how far forwards and backwards we take this method and how this approach came about.
Alex is a secondary maths teacher from Melbourne, Australia. He is working as a tutor for students with a diverse range of needs. He has spent the past six years creating notes, organising past exam questions, and sourcing resources for students and teachers for his website (www.vicmathsnotes.weebly.com).
Between the knowledge he's gained from tutoring, writing notes on content for all of secondary maths in Victoria, and reading and summarising Engelmann and Carnine's Theory of Instruction, Alex often thinks about different ways of introducing concepts that will work for the widest range of students, in the simplest ways, and will continue to work in future or lead back into more commonly used methods.
The Introduction to Data Science course is a set of free self-study resources aimed at A level Maths students. This is a short series of lessons including videos and programming activities in Python (though no prior experience of coding is required). The lessons are designed to be studied in the summer of year 12 and use the A level Large Data Sets from AQA, Edexcel, MEI and OCR.
In this session we will explore the resources and how they can be used with your students.
Tom Button is MEI's Mathematics Technology Specialist. He’s an expert in the use of technology for the teaching and learning of maths and has presented a large number of PD courses on this. He has also recently led on the development of MEI's Introduction to Data Science course. He blogs at https://digitalmathematics.blogspot.com
Virtual manipulatives are great for inspiring creativity and teaching problem solving skills. In this workshop we will explore another round of curious and unusual activities and lesson ideas – using prime factor circles, multiplication grids, irregular polygons, non-transitive dice, Egg-shaped tangram, Penrose and Kolam tiles, geometric construction tools and much more.
Presented by the creator of Polypad, which has been used by millions of students all around the world.
Philipp is the founder and CEO of Mathigon.org, an award-winning platform for secondary mathematics that has been used by millions of students all around the world. His goal is to build the “Textbook of the Future”, to make learning more interactive and engaging than ever before.
Philipp previously studied mathematics at Cambridge University and mathematics education at the UCL Institute of Education, and he worked as a software engineer at Bloomberg and Google.
Combining his experience of making consistent marginal gains with 25 years in software industry and 20 years sports coaching, together with research on academic mindsets Dave Bowman explains the intention, psychology and practical ideas behind YesUCan.
How he implements YesUCan into his 20 years of teaching of mathematics and its transformational positive impact on student's learning of mathematics. Examples of his early presentations are in Stanford University Mindsets Library; published articles for Chartered College of Teaching and YesUCan is refered to in The Elephant in the Classroom by Jo Boaler.
BSc in Theoretical Physics and Mathematics from Exeter University. Twenty-five years in software development in Defence, Finance and Retail sectors, finally operating at Board Level. Career change in 2001 to gain PGCE and qualify as teacher of mathematics. The aim being to change the general view of learning mathematics to be positive by taking experience of positive beliefs and learning methods from sports coaching to the classroom.
Whilst teaching full range from 11-18, collaborated with the Perts Mindset programme at Stanford University and Mindset research by Oxford University. Took pension in 2017 and continue active involvment in raising positive profile of mathematics and student's achievement through GLOWMaths within the MathsHub programme.
Algebra is more than just symbols and manipulation. More than just solving equations and plotting graphs. In this session we will look at algebraic thinking, how we plan for it and use it way before our pupils are introduced to symbolic algebra.
Peter Mattock has been teaching mathematics in secondary schools since 2006 and leading maths departments since the beginning of 2011 – currently at an 11-16 school in Leicestershire. Peter has been accredited as an NCETM Secondary Mathematics Professional Development Lead and a Mathematics Specialist Leader in Education.
Peter was also one of the first secondary maths teachers to take part in the NCETM Secondary Mastery Specialist programme and now works as the Secondary Mastery Lead for East Midlands South Maths Hub. Peter’s book “Visible Maths: Using representations and structure to enhance mathematics teaching in schools” is available on the Crown House Publishing website, through www.amazon.co.uk or from your preferred local book shop.
Do you struggle with finding ways to explore the principles of counting in an engaging way?
Students in the early years need to develop fluency with numbers, and counting is a critical part of fostering flexibility and fluency with numbers. In this workshop we will explore fundamental concepts of number from subitizing, counting strategies, skip counting through choral counting, and counting collections. We will explore concrete, pictorial, and abstract strategies to bring counting to life in your math class!
Join me to make it count in the early years!
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.
What does 'math learning difficulties' mean and how does Dyscalculia fit in? This presentation will provide an introductory overview of the current understanding in theory and practice of supporting individuals with Dyscalculia and Maths Learning Difficulties.
Suggestions for multi sensory strategies and approaches for interventions to develop number sense and foundational concepts such as place value will be discussed.
Larissa is a Learning Support teacher in an international school in Hong Kong. She teaches literacy and numeracy working with primary aged students. Larissa achieved her Masters in Special and Inclusive Education from UCL Institute of Education, UK and has a background in Psychology and Early Childhood Education. She is also a specialist teacher for learners with Specific Learning Difficulties in Maths and Dyscalculia, and has Approved Practitioner Status as recognised by the British Dyslexia Association.
It is reasonably commonplace for teachers of mathematics to be advised to develop their use of models and images so that they might better represent the mathematics they wish to impart. Sadly, perhaps criminally, it is just as common for the advice to end there, leaving countless teachers with more questions than answers.
Which representations should we use, how can we tell if a model is well-chosen, how can we get the most from the representations we select and where do we go to develop our practice further?
Designed with primary teachers in mind but suitable for teachers at all phases of education, Thinking Deeply about Representation Selection is designed to answer each of these questions and then some. So whether you are a beginning teacher, a mathematics subject leader or just interested in refining your use of representations in the classroom, this session is for you.
Kieran Mackle is a teacher, MaST (Primary Mathematics Specialist Teacher) and Specialist Leader of Education, who has worked with numerous schools, local authorities and training providers to deliver training and school-to-school support.
Upon the completion of his B.Ed. at St. Mary's University College, Belfast, Kieran moved to Medway to become a class teacher before taking on the leadership roles of assistant and deputy head teacher of schools in areas of high socio-economic deprivation.
In 2017 he was appointed Mathematics Specialist and Collaboration Lead across three Gravesham primary schools, spearheading a project funded by The Worshipful Company of Goldsmiths', developed to enhance aspirations and outcomes of disadvantaged children through support for teachers in their mathematics professional development.
Paper folding is an enjoyable activity that helps to develop hand-eye coordination and attention to detail, encourages peer support and collaboration, and fosters relationship building.
However, and perhaps more importantly (for maths teachers, at least), it can also be used to support and enhance geometrical reasoning and mathematical learning across the upper primary and secondary curricula.
This hands-on workshop will introduce a selection of paper folding tasks that develop understanding in topics such as fractions, 2D and 3D shape, area, angles, tessellation, proof, surds and conic sections. Many of these tasks will be suitable for use as remote learning activities.
Resources required: three sheets of A4 paper
Clarissa is STEM Faculty Lead Practitioner at Thurston Community College in Suffolk, and has previous experience as an AST and whole-school Teaching and Learning Lead.
She has a particular interest in developing mathematical enrichment activities for all age groups.
Clarissa is the creator of the Artfulmaths.com website, and author of the Artful Maths Activity Book and the Artful Maths Teacher Book, both available from Tarquin Publications.
Should boys and girls be taught in the same way? Obviously, from the title of this workshop, there are differences that need to be considered, both in your teaching and in the classroom environment.
If you have a differential in attainment and/or progress outcomes in your class or in your school regarding boys and girls or you are just interested to explore the issues and how they can be overcome; then this interactive workshop, which includes ‘chat’ around the key questions and Q & A sessions; is for you. The findings, which are grounded in evidence from Action Research, are both illuminating and intriguing and they include connections to Unconscious Bias, Albert Einstein and Banarama!
Doug has taught comprehensively across Key Stage Two including the implementation of SATs and the transition into Year Seven. In the Early Years and Key Stage One he has worked closely with staff in many schools. As an experienced Subject Leader Doug has managed and led mathematics to both maintain and significantly increase standards and has also implemented many governmental and school based initiatives. He has extensive SLT experience which has been gained from working in a variety of settings. Doug's specialism in Primary Mathematics has been achieved through his commitment to his own CPD. He gained his Primary Mathematics Specialist Teacher Programme (MaST) qualification and his Masters in Mathematics Education in his own time. Doug's specialist knowledge and understanding enabled him to become freelance, including working for several Local Authorities, and he has led professional development and supported teachers to improve outcomes for pupils in many different types of schools in many different locations. As a national trainer all of his CPD sessions have been judged to be good with a very high proportion being outstanding. He has been in his current role for three years as a Teaching and Learning Adviser for Primary Mathematics at Herts for Learning. Doug is also a Mastery Readiness Lead for the NCETM.
This virtual 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 session will transform the way you teach the basic number sense. 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 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.
This session aims to explore different methods of solving problems with percentages and the most common methods our students use, while questioning their efficiency. Focusing on a lesson observed in Shanghai, this session will look at the use of multipliers, forming connections across different aspects of maths and making our students more efficient problem solvers.
Emma is currently the Director of Maths at St Peter's Catholic College, part of the Nicholas Postgate Academy Trust in Middlesbrough. She is a Teaching for Mastery Secondary specialist and had the amazing opportunity to travel to Shanghai on the last teacher exchange in 2019. Part of her role is to promote and develop teaching mathematics for mastery. Emma love exploring different methods and questions to ask students that get them thinking and connecting ideas within mathematics.
The concept of limits is fascinating but rarely gets taught lower down in school. In this session we will explore some simple tasks of limits and how to introduce these to KS3. An understanding of limits at KS5 is important but it can sometimes feel like they jump in at the deep end when first exploring them. I wonder if we limit teaching limits to KS5 we miss out on a rich and important concept that can be developed and explored in KS3.
Maths teacher for 7 years. Held various Key Stage responsibilities. Been a head of department and lead practitioner. Now Maths Advisor for The Education People.
We often (rightly) embrace new technology because it makes life better overall, though it does not necessarily improve every single aspect of life. Indeed, in some specific ways, the new technology can be a step backward.
In this workshop, we’ll look at several fondly-remembered and lesser-known mathematical technologies from the world of yesteryear—from trig tables and slide rules to nomograms and pantographs. We’ll see how features from each could, in combination with the best of today’s tech, still enrich maths classrooms today.
Sudeep started teaching in 2008 and has worked in roles up to Head of Maths in London secondary schools. He creates and shares resources on bossmaths.com, and writes mysteries in his spare time. He has previously worked in climate change and in public sector audit.
Using variation and multiple reorientations to ask better questions. With a focus on quality over quantity, this session looks practical ways we can ask better questions by:
1. Varying the conditions of a problem.
2. Varying the method of solving the problem.
3. Varying the problems a method is being applied to.
As you might expect, a wide range of manipulatives will be used throughout to help make sense of the problems we explore and highlight connections to other areas of mathematics.
Jonathan has been teaching Maths in secondary schools since completing his PGCE in 2005. Before becoming a Mathematics Lead for La Salle, he was a successful head of department at Leeds City Academy for over five years and continues to work there as a Lead Practitioner of Mathematics. Over the past decade, Jonathan has made significant contributions to the maths community by the creation of several wellknown websites, most notably MathsBot, used by millions of teachers and students each year. Jonathan regularly presents at conferences where he shares his both experiences and ideas from the classroom and the resources he creates. He is a keen Twitter user and is often posting new resources or updates to existing ones based on feedback from the maths community.
At my previous school - Michaela in Wembley - 'booklets' were the main vehicle for delivering the curriculum. We had no written down SOW, no flipcharts or powerpoints, no lesson-by-lesson learning objectives and no other curriculum documents, other than a loose calendar. We made many changes and adjustments as time went on, and learned a lot from inducitng new staff. This presentation will focus on lessons learned and the pros, cons and caveats of using booklets to develop your practice, your team and your pupils' experience of maths.
Dani has been teaching maths for 10 years, including being HOD at Dixons Trinity Academy in Bradford and Michaela Community School in Wembley. She is currently Network Lead for Secondary Maths at Ark Schools.
Making students aware of the sequence of steps required to solve a problem can help them plan their work, avoid mistakes, and improve their communication of mathematics. This workshop presents ideas of how to get students from KS3 to 5 using this process to improve their problem-solving ability and reflect on their work.
Robert is a Head of Mathematics and Computer Science in Bratislava who is currently on sabbatical leave exploring ways to bring mathematics education in line with the needs of the present. He is a passionate proponent of growth mindset whose greatest priority as a teacher is developing students' confidence in their ability to 'do' maths and tackle unfamiliar problems.
Marking student responses validly and consistently is key in order to accurately determine students’ performance. In this session we will help you to do this by giving you greater understanding of the marks, acronyms and terms used in our OCR GCSE (9-1) Maths mark schemes. We will then look at how best to standardise marking, before finally covering how to get in depth performance diagnostics using Analysis Grids for the qualification.
Neil Ogden is a Subject Advisor in OCR’s Maths Team. He joined OCR in 2012, led the development of the current OCR GCSE (9-1) Mathematics qualification in 2013-2014 and has contributed to a number of qualification developments since. In addition to qualification development, his time is currently spent supporting teachers with the full range of OCR maths qualifications from Entry Level to A Level, including running training & developing resources available from https://ocr.org.uk/maths, with a focus on GCSE (9-1) Maths.
This session is a chance to look at the pedagogy of teaching the topic “Transformations of Graphs”, starting with “Reflection” (in x and y axes), “Translation” (by a vector) and “Enlargement” (by a factor). You will come away with more knowledge on how to recognise the characteristics and shapes of transformed graphs. The session will look at the transformation of linear, quadratic, cubic, reciprocal and exponential graphs, and move on to consider domain and range, and the period, frequency and amplitude of trig graphs.
There will be some discussion about roots of a graph, extending into complex roots of quadratics, with an explanation linking completing the square to the quadratic formula. There will be an opportunity to test your knowledge using some interesting polls. Finally, a look at the transformation of a circle in its algebraic form.
After a spell in industry, Douglas has taught secondary mathematics, co-authored Autograph and conducted 'TSM' workshops in the UK and abroad.
Robert J Smith has been teaching maths for nearly 10 years and is currently the Maths Community Lead for La Salle Education. Robert has been involved with the East Midlands Mathematics community since his Teacher Training days and has helped to lead and organise several CPD, Masterclass and engaging mathematics opportunities. These sessions have been for Teachers, Lecturers, Students (and their parents) and also those generally interested in Mathematics.
An exploration of the research on the gender gap in mathematics.
In this workshop I will present a review of current research on the shape and trend of the gender gap in mathematics achievement and attitude towards mathematics. I will look at how remarkably there may already be a gap in young babies, how international comparisons show some surprising results and how the imbalance is getting worse in English universities. This will include looking at some studies that explore what cultural reasons may create this gap.
This workshop won't have all the answers for classroom practice, but it will give an understanding of the current situation.
Highlights of the workshop include: a baby that fell asleep, a man holding shopping bags and housewives of East Germany.
I am a secondary maths teacher in Surrey and also work as a subject mentor for a local SCITT. I have been teaching since 2017, prior to that I completed a PhD in mathematics.
I am particularly interested in reading, discussing and communicating educational research with other teachers. Research doesn't always have the answers, but it can certainly help guide us to becoming better practitioners.
Every teacher writes the date on their whiteboard. But have you considered the mathematical possibilities? This presentation highlights some ways of using the date to engage and delight your students. The possibilities are endless.
I am an innovative teacher who seeks to teach Maths like the Language of the Universe. I started teaching Maths in 2014 after a career in the IT industry. I am the author of the MathematiCalendar, a calendar that connects Maths with the real world, using the date.
Questions like, “What are numbers?” have tormented philosophers for millennia, and yet this is also where the youngest children begin their journey in mathematics. As a result, teaching and learning early number is a surprisingly complex business, and one that all teachers of mathematics should understand in detail.
Full of practical ideas, this session will explain how children develop a sense of number and how teachers can ensure that their students have a positive relationship with mathematics from the very beginning of school.
Deputy Head of STEP TSA, MaST and maths SLE, Matt has spent 12 years in Primary developing teacher's and leader's expertise. For the last 5 years he has worked for STEP Academy Trust - a large Primary MAT with some of the very best mathematics outcomes for disadvantaged children in the UK. He currently writes, curates and delivers ITT, ECT and SL training programmes with Tom Garry and others at STEP TSA.
Christopher Such has worked in education for 14 years. In that time he has been a classroom teacher, intervention teacher, maths coordinator and senior leader, teaching students in every year group from age 4-16. He is also an education blogger, focusing on primary mathematics and literacy.
We’re really excited that Easter 2021 sees the first releases of textbooks to support the secondary WRM schemes. In this session, the series authors Ian Davies (Head of Curriculum) and Caroline Hamilton (Head of White Rose Maths) explain the structure of the series and give a preview of some of the content. The session will focus on how to use the books alongside our other resources and how they can be used to support teaching in the classroom, whether in sets or mixed attainment groupings.
Ian has worked in mathematics education for over thirty years and is Head of Curriculum for White Rose Maths. He took up this role after his third spell as a Head of Mathematics in three very different secondary schools. Previous roles have included Head of Secondary at Mathematics Mastery, Network Lead for Mathematics for ARK Schools, AST, SLE and local authority consultant. He has also worked as a Principal Examiner at A level and marker at GSCE.
Caroline Hamilton is the Head of White Rose Maths, based within Trinity MAT. From the moment that she first began teaching, Caroline was driven by the belief that everyone can succeed in maths, and over the years, nothing has changed her mind on this. Passionate about helping others to share her love for maths and education, Caroline works with a passionate team of maths specialists to help fulfil their vision that every teacher of maths can be a world class teacher of maths. Caroline takes pride in the fact that the whole team, including herself, still teach on a day-to-day basis. This helps ensure what White Rose Maths produce truly makes a difference in the everyday maths classroom.
Operational Research (OR) is the science and art of using maths to solve problems and improve decision making. It’s ‘maths in the real world’, with applications from government, retail and sports to healthcare, finance and event planning. This session features a quick introduction to OR and the OR Society, followed by an interactive demonstration of our popular Lego Furniture Factory workshop, a fun, hands-on explanation of how OR and maths are used in real life. Finally, attendees will be told where to find all of our free teaching and volunteering resources, and how to access the support we offer teachers and volunteers.
To participate in the Lego activity, you'll need to bring 8 square Lego bricks and 6 rectangular Lego bricks
I have always loved problem-solving, which led to a masters degree in Chemistry followed by three years working as a financial analyst before I found my home at The Operational Research Society. As Education Manager, I lead our education outreach programme, attending science fairs and careers fairs, developing teaching resources and running workshops for teachers and volunteers. I really enjoy sharing my enthusiasm for problem-solving and raising awareness of how varied and fulfilling careers using OR can be.
How many of your pupils appreciate mathematics as the deep, rich, living subject that we know it to be?
Consider how we can use stories and activities to expose mathematics as a subject with an incredible history and an unwritten future. Examine how we can look to the history of maths to find motivation for the seemingly arbitrary rules and terminology found across the curriculum. And explore how to get students to connect with a diverse array of mathematicians of past and present, so that they can become the mathematicians of the future.
Nathan is a maths teacher from the village of Upper Dicker, East Sussex. He teaches across the ability range, preparing some students for Oxbridge while helping stop others from thinking that maths just isn't for them. He shares resources with a focus on clear visual presentation on Twitter and he is rather uncomfortable writing about himself in the third person.
Sharing insights into the mathematical thinking of children, and how important conversational strategies and prompts can be used to enable students to feel safe and confident with their ideas. Activities to expose misconceptions, rationale and corrective reasoning to enable deeper understading of mathematical concepts
Ed has worked in mathematics education since 2004, teaching in a range of schools and holding a number of different positions of responsibility. Most recently, he has authored several mathematics books for teachers including Yes, But Why? Teaching for Understanding in Mathematics, and most recently, Geometry Juniors. He is a senior member of the Mathematical Association and triangle nerd.
Emmert Wolf wrote that "a man is only as good as his tools", but it is also true that a tool is only as good as the person using it. We will explore how to sharpen your multiple-choice questions and guidance on how to use them effectively within a school context.
In this workshop, we will look at: how to craft useful multiple-choice questions how to build undergeneralisations and overgeneralisations that pupils are known to make how to guide pupils to go about the results from a multiple-choice quiz
Naveen Rizvi is the National Lead of Mathematics to the Astrea Academy multi academy trust. She has previously worked at United Learning as the Mathematics Curriculum Advisor and taught at Great Yarmouth Charter Academy and Michaela Community School.
There are lots of things maths teachers need to know in order to teach Maths GCSE well. We need to know what's on the curriculum, where to find resources, how students are assessed and where they might make mistakes. We also need strong subject knowledge, and this includes understanding a wide range of methods and approaches. In this workshop we will take three GCSE topics: simultaneous questions, linear graphs and quadratic sequences. We will look at how they are examined in GCSE exams, and explore the multiple methods that exist for these lovely topics.
Jo is a maths teacher and Assistant Principal at Harris Academy Sutton. She writes the website resourceaholic.com where she shares teaching ideas and resources for secondary mathematics. Jo is a regular guest on Mr Barton's podcast and an enthusiastic collector of old maths textbooks.
Ian is the Chair of Examiners for AQA’s GCSE Maths and Statistics Specifications. As a full time Head of Department in a large comprehensive school throughout the duration of the pandemic, he is also acutely aware of the loss of learning experienced by this year’s Y11 students. In this session he will detail how his school approached grade setting last year, the different experiences of this year’s cohort in terms of loss of learning and assessments and how this will need to be reflected when it comes to awarding grades in the summer. Providing enough detail is available there will also be an opportunity to look at the latest advice from AQA regarding the new assessments and setting grades.
Ian has been teaching secondary maths for around 13 years being Head of Department for the last 6 in an 11-18 comprehensive school in West Sussex. Alongside his head of department role, he was appointed Chair of Examiners for GCSE Maths and GCSE Statistics in 2019 for AQA, presiding over standardising and the award of grades since then.
Maple Learn is a dynamic online environment designed specifically for teaching and learning maths and solving maths problems. Maple Learn, an online version of the powerful maths software Maple, is focused on the needs of educators and students in secondary school, FE, and the first two years of university.
Join us for this session to see why Maple Learn is not just a sophisticated online graphing calculator, but an environment that focuses on what teachers and students have told us that they want and need in a maths tool.
A chemical engineer by education, with a background in the aerospace and energy sectors, Nadia has spent most of her career helping people meet their project goals and make the most of the tools they’re using. Working with Maplesoft customers ranging from students and teachers, to researchers and engineers, Nadia’s days are always varied and never dull!
A foray into a range of mathematical methods, resources and approaches specifically for the Resit Cohort of students...101 Top Tips in this whistle-stop tour of the Resit Arena in a Covid World. This will also highlight a range of AQA 5Rs resources from the post-16 yrs approach.
This session is primarily for Post-16 FE and Training Providers but will prove useful with Yr 11 borderline students too
Julia Smith; rabid tweeter @tessmaths; Sits on the AQA Expert Panel; Teacher Trainer and Author with BBC Bitesize, Cambridge University Press amongst others; Lead on the 5Rsonline project for GCSE Resits; Working with STEM providers, FE Colleges, 6th form and Schools with cross phase work for both Secondary and Primary.
It's a MathsConf tradition for delegates arriving on Friday to meet up at a local bar. Like many things this year, our Friday Night meet up is going virtual.
Join us on the Friday night via webinar for as little or as long as you like, for a Quiz, Bingo, Puzzles, and more!
As this is our biggest MathsConf yet, we want to take advantage of this incredible opportunity and make this our biggest charity donation as well! 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!
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.
In honour of Pi day, this MathsConfs theme is Pi!
Be sure to check out your colleagues' handywork on Twitter at #MC25Cake. And, of course, remember to tweet a picture of your own cake before you finish it all! We know how delicious they are!
#MathsConf25 will be our third virtual conference, following the success of #MathsConf24! So you can sit back in the comfort of your own home, join us online, and spend a full day 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. ”
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