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.
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.
Be sure to check out your colleagues' handywork on Twitter at #MC24Cake. 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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