John Wallis Academy, Ashford, Kent
Saturday, 16th October 2021

Join hundreds of primary, secondary and further education maths teachers from across the country.

Network. Learn. Share. Have fun!

The Complete Mathematics Conference is the UK's largest Mathematical Teacher conference, bringing together hundreds of maths teachers each year, from primary, secondary, and higher to collaborate and learn from each other.

#MathsConf27 is the perfect way to spend a Saturday with easily digestible mathematics wisdom from educators around the country.

Workshops are delivered by expert maths teachers from all across the country, who have a voice, and want to share their love of maths (this could be you!).

We'll also have plenty of extra activities, such as a maths cake competition, treasure hunt and more...

Layout of the day

  • 08:30 - Arrival

    Networking / Morning Refreshments / Exhibition
  • 09:30 - Assembly

    Welcome from Main Sponsor, Andrew Taylor, AQA
  • 10:00 - Assembly

    Welcome and introduction, Mark McCourt, Chief Executive, Complete Mathematics
  • 10:30 - Period 1

  • 11:20 - Morning Break

    Coffee and Tea Break/Networking/Exhibition
  • 11:40 - Period 2

  • 12:30 - Changeover

    Quick dash to the next workshop
  • 12:35 - Period 3

  • 13:25 - Lunchtime

    Lunch/Networking/Exhibition/Maths Cakes Competition
  • 14:20 - Period 4

  • 15:10 - Break

    Coffee and Tea Break/Networking/Exhibition
  • 15:30 - Period 5

  • 16:20 - Graduation

    Closing Remarks, Postcards and Farewells

Event Location

#MathsConf27 will be held at:

John Wallis Academy
Millbank Road
TN23 3HG


Period 1

Literacy in Mathematics


This workshop will explore ways of embedding literacy and oracy within the Maths classroom.
Attendees will leave with ideas to support Guided Reading, use of tiered vocabulary to ensure that domain specific terms are used correctly and consistently by both staff and students.

Jen Hill-Parker @JennyHillParker

Jenny has over twenty years experience teaching and leading Maths in both London and Wilsthire. She has a specific interest in developing the literacy skills of students in order to close the disadvantage gap and promote a love of Maths. Her resources have been published by Pearson to promote Diversity, Equality and Inclusion.

Focus on Success: Exploring the Extended Project Qualification


Learn about the AQA Extended Project Qualification, how it supports research and study skills development, improves performance and progression and creates opportunities to enhance learning by allowing student to explore more of the world around them.

Jennifer Obaditch @AQA

Jennifer is a Head of Curriculum at AQA and cherishes EPQ as part of a broader group of qualifications she manages. Jennifer’s professional background is in education management and school leadership. A qualified teacher, she worked in schools and colleges for 15 years prior to joining AQA. Throughout her time in education she has been involved in Project Qualifications, and has launched and led Project Qualifications in three of her previous schools.

Achieving a True Mastery Curriculum Through Sustainable Same-Day Intervention


On June 5th 2021, Mark McCourt visited Hawkes Farm Academy. He walked away commenting that what he had seen was mind-blowing and a true mastery curriculum.
This session will explore the conditions for growth, logistics, pedagogies and impact of delivering the whole school 'true' mastery curriculum underpinned by sustainable same-day intervention (delivered by a teacher) so that other schools can adopt this proactive not reactive approach to closing the gap.

Matt Swain @mattswain36

Matt Swain is Head of Professional Development and Deputy Director of STEP Ahead Teaching School Hub. He is a MaST (Mathematics Specialist Teacher) and SLE for mathematics, assessment and leadership. He also plays board games and builds Lego.

Sam Thomas @PrimaryMrT

Sam Thomas oversees the quality of teaching across a network of 4 academies in East Sussex. He is also an SLE for mathematics and assessment and is currently completing his Masters in Education Leadership and Management.

Atomisation – What It Really Is, Why It Changes Everything


If you've heard of 'atomisation,' you'll either love it or hate it. If you hate it, you probably think it just means breaking things down into manageable chunks.

This session will reveal what it really is, explain the concept of 'plutonium atoms,' and demonstrate why this will fundamentally transform how you teach.

It will make teaching easier, and pupil success virtually guaranteed.

Kristopher Boulton @kris_boulton

Kris Boulton is an international teacher trainer, and education writer. He spent five years working as a maths teacher in inner-city schools, including the game-changing King Solomon Academy. He blogs and writes for the TES, and his interest in teacher education stems from the belief that it’s one of the biggest levers we have for school improvement. Previously, Kris was an Associate Tutor, and a Director at Teach First, where his work included reforming the participant development programme, and working to recruit and train 200 new teacher educators. He is currently Director of Education & Product at Up Learn, an online platform that provides A Level study and revision courses powered by cognitive science and AI, that guarantee students an A or A*, or their money back.

Striking the balance: Getting the most out of manipulatives (without going flipping mad)


Using two-colour counters to support teaching arithmetic with directed numbers is one of the most positive and impactful changes I've made to my practice since I became a teacher. In this workshop, we will look at how to introduce and use two-colour counters and algebra tiles to support the teaching and learning of fundamental ideas in number and algebra. While giving you lots of opportunities to use the manipulatives throughout the workshop, we will consider how to get the most out of the counters and tiles without overusing them, striking a balance that ensures they are used as tools to build understanding and not crutches that limit it.

Charlotte Hawthorne @mrshawthorne7

Charlotte is second in maths, leading on CPD and KS3 mathematics at a large 11-18 school in the West Midlands. 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 Stoke and Staffordshire branch of the Mathematical Association.

Period 2

An Introduction to Dyscalculia


‘An Introduction to Dyscalculia’ aims to help you understand the difficulties this little-known maths learning difficulty can lead to and how to identify those students affected. It will also suggest ways in which students with dyscalculia, or less severe maths learning difficulties, can be supported in class, as well as sharing useful resources.

Amanda Davey @ADyscalculia

Following a career in primary teaching, I qualified as one of the first specialist dyscalculia teacher assessors in the UK in 2019. Having worked most recently as a 1:1 dyscalculia teacher in a specialist independent school, I now offer online dyscalculia tutoring and remote assessments to students around the world.

What Makes A Good Puzzle?


Puzzles can be a perfect way to draw students into a maths topic. But puzzles can also be a huge turn-off. In this workshop, Rob Eastaway looks at what makes a good puzzle, and suggests ways to turn an uninspiring puzzle into a captivating one.

Rob Eastaway @robeastaway

Rob Eastaway is an author, speaker and broadcaster. His books include the bestselling 'Maths On The Back of An Envelope' and 'Maths for Mums & Dads'. He is the Director of Maths Inspiration, a national programme of theatre-based lecture shows for teenagers, and is the puzzle adviser to New Scientist Magazine.

Focus on Success: How to use AQA’s ready-to-go CPD packs in your maths department


Learn how to get the most out of the AQA Focus On Success CPD Packs available to download for free now. Robin will take you through the packs in detail, explaining why the five topics are so important for success in GCSE Maths. He will be joined by AQA’s Chair of Examiners for GCSE Maths, Ian Andrews, who is also a head of department in a secondary school and has recently used the problem solving CPD pack with his own department. Ian will share how he used the pack with his maths team and will give you tips and ideas for use within your own school.
There will also be an opportunity to try out a few of the activities yourself, so join us for a CPD deep-dive on AO2 and AO3 exam questions, problem solving, ratio and quadratics.

Robin Harris @AQAMaths

Robin Harris is a Curriculum Manager in the Maths team at AQA. Having worked in the AQA Maths team for over 12 years he is a familiar face at MathsConf and has provided invaluable support to countless teachers during this time and worked on the development of many specifications including the current GCSE.

Ian Andrews @AQAMaths

Ian is Leader of Learning for maths in a West Sussex comprehensive school and is also the Chair of Examiners for GCSE Maths and GCSE Statistics for AQA. Ian has always loved maths and after completing his Maths with Statistics degree in 2000 he worked in industry for several years in data analysis. He retrained as a maths teacher in 2007 and had been head of department for the last 6 years.

Global Math Project - Exploding dots and more


Exploding Dots is the name of an astounding mathematical story that starts at the very beginning of mathematics – it assumes nothing – and swiftly takes you on a wondrous journey from primary to A-Level and above via arithmetic, polynomials algebra, infinite sums, and advanced mathematics and unsolved research problems baffling mathematicians still to this day.

It starts with the mathematics you already know and transforms it in astounding new light. You and your students will immediately see the power YOU EACH have to play with and understand advanced mathematics with absolute ease.

Rebecca McAndrew @MathsMcBec

Rebecca has been a Mathematics teacher for over 20 years and is a Mathematics Lead Practitioner. She is an Advocate and Fellow for the Charter College of Teaching and a Global Maths Ambassador.
She is a lover of all things timey wimey and is owned by three cats.

Autograph - A Tale of Two Versions


This session will be a valuable opportunity to explore and compare the two current versions of Autograph. If you are running a Windows desktop or laptop, then Autograph 5 is the current complete and fully featured version. Autograph 5 can be downloaded from https://completemaths.com/autograph/5

The version to run on the web, and hence on any device, is under development https://ag-web.completemaths.com/

A number of lesson plans appropriate for KS3-5 will be presented using each version, covering elementary geometry, graphing, vectors, trigonometry and introductory calculus.

It is worth noting that for the time being the following topics are available in Autograph 5, but not yet in the web version: - single and bivariate statistics - object attributes and calculator - 1st and 2nd order differential equations - Implicit plotting - All 3D plotting including vectors - Complex numbers and the Argand diagram

Douglas Butler @douglasbutler1

Taught secondary mathematics; one-time director of MEI; co-author of Autograph 5

Mark Hatsell @autographmaths

Mark Hatsell is currently a developer at Complete Mathematics. He has been involved in dynamic maths software since its early days and has been the lead developer for Autograph since the original desktop release. This has enabled him to attend many conferences across the world, researching and promoting the concept of dynamic software in maths teaching. He is now concentrating on bringing Autograph’s award-winning pedagogy and ease of use to the free-to-use web version.

Period 3

#GLTBookClub - Running a Pedagogical Book Club: Linking research and literature to everyday classroom practice


This workshop will look at how a book club can support staff in accessing and interpreting the latest pedagogical research and literature through organic discussions with authors. We will model how we support participants’ reflection through sharing a maths specific text to be enjoyed in the company of the author.

Rhiannon Rainbow @Noni_Rainbow

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.

Peter Mattock @MrMattock

Peter Mattock has been teaching mathematics in secondary schools since 2006 and leading maths departments since the beginning of 2011. 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.



I love the AQA Further Maths qualification aimed at higher attaining GCSE students. It is an absolute joy to engage students with and offers them a glimpse of what comes after Key Stage 4.
The question is, how do you best deliver the course? In this session, we'll look at how we can run the L2FM course as part of your scheme of learning to challenge and inspire your highest attainers.

Dave Taylor @taylorda01

Referred to as 'The Master of Fluency Practice', as the creator of the award-winning 'Increasingly Difficult Questions' web site, Dave has taught for 13 years in challenging circumstances in inner city Leeds. He has spent the last 11 years at his current school, working in and leading a medium-sized department serving 933 students, teaching across Year 7 to Year 11.

This year, Dave has joined the team at La Salle Education, stepping down from his role as Joint Curriculum Leader, to have an impact upon our most disadvantaged students on a national scale.

Mathematical Disadvantage


Why might some students be mathematically disadvantaged? What can we do about it?
Inspired by some work by John Mason, in this session I will explore how attention and assessment can be used to mitigate these disadvantages. There will collaboration and table talk so please come prepared to share your experiences.

Andrew Woods @Mr_Woods_Maths

Andrew is now the Secondary Maths Advisor for The Education People based in Kent. Previously, a maths teacher for 7 years with various responsibilities as head of department and lead practitioner.

The 'Why' Behind Tasks


When we select a task to use with our students we often don't know the thought process behind it. If we choose a task that we didn't design, we aren't always privy to why the task was designed in a particular way or how it was intended to be used.

In this session I will share some of the tasks I've created and discuss the thinking behind them and the issues and successes I've had with them in the classroom.

Helen Konstantine @giftedHKO

Helen is a maths teacher in East London. She loves being in the classroom and particularly loves discussing maths with pupils and making questions, activities or resources based on those discussions.

Mathematical Straitjackets: Principles vs Procedures


In this session, aimed at KS3-4 teachers, we will look at a series of incorrect ideas held by several high-attaining GCSE students from different schools. I suggest that—amongst other things—these students found themselves straitjacketed by their focus on procedures without sufficient appreciation of the underlying principles.

We will:
- dig into specific examples of incorrect ideas in algebra, number, and geometry;
- consider ways of addressing such misconceptions once formed; and
- explore how to prevent future students forming these misconceptions in the first place.

Sudeep Gokarakonda @boss_maths

Sudeep started teaching in 2008 and has worked in roles up to Head of Maths in London secondary schools. He creates and shares applets and other resources online.

Period 4

Printer or Pedagogy


Stuck, standing at the printer, waiting for the worksheets to come out. Later that same day you’ll be back here for the homework. Then, there's an hour for putting on merits.

Your time is spent on tasks that don't improve your pedagogy. How can you escape this?

After years of living like this, I wanted to escape this! I wanted an answer.

This session will look at creating systems and structures to revive your Maths department so the sole focus for teachers is improving or mastering their pedagogy.

I’ll outline the 6 months of change that I’ve implemented at Ernulf Academy, and the sustainable structures that have allowed teachers to gain time, boost morale, increase the level of teacher quality and accelerate the rate of improvement.

For Heads of Department and aspiring Heads alike, I hope what I share will shed light on where time leeches away from us, and how small changes can give you and your teachers back your time.

Naveen Rizvi @naveenfrizvi

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.

Thinking about Curriculum Sequencing


If you’re unlucky enough to be on the receiving end of an Ofsted ‘deep dive’, you might be asked to explain why you teach things in a certain order. Whether you wrote the scheme of work or not, you will need to say with confidence why a topic sits where it does. The questions you’ll be asked will not necessarily be easy to answer, because no one really knows the ‘right’ answers in curriculum design.

Regardless of what Ofsted requires, thinking about curriculum sequencing is an important part of being a maths teacher. There is no definitive answer to the question ‘when should we teach this topic?’ and there is little consistency across schools with regard to how the Key Stage 3 and 4 maths curriculums are sequenced. In this workshop we will look at some considerations around sequencing. What should go where, and why? Does it matter? How can we build curriculums that maximise opportunities for our students to make progress and to build connections?

This workshop will be useful for both Heads of Maths and maths teachers.

Jo Morgan @mathsjem

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.

Ratio tables across the Curriculum


Proportional reasoning underpins a huge amount of the mathematics curriculum in KS3 & KS4. If students can grasp this idea, we can harness it across their time in Secondary to ensure they see these multiplicative structures across mathematics. We can teach them that there's no need to remember lots of different formulae, instead we can harness the power of multiplication and division to solve complex problems. In this session I will explore the use of ratio tables, from basic ratio questions, through to their use in statistics and all the way to trigonometry.

Kathryn Darwin @arithmaticks

Kathryn is an Associate Lead Teacher of Maths and Second in Department in Dewsbury, West Yorkshire. Passionate about teaching for understanding, she has a place as a Secondary Mastery Specialist with the NCETM. As an unashemed teaching and maths geek, Kathryn frequently leads #MathsCPDChat and various CPD sessions within school, for the maths department and more generally. When she is not teaching, she can often be found walking Albie the cockapoo, or in the kitchen baking brownies.

Why "Everyone" Uses Bar Models Wrong


Bar modelling has become a standard approach in many maths classrooms at both Primary and Secondary level for representing and solving ratio problems. There is, however, a real danger that the bar model is being used simply as a replacement procedure. In this session we will look at the recent history of ratio problems and what the real power of the bar model is.

Peter Mattock @MrMattock

Peter Mattock has been teaching mathematics in secondary schools since 2006 and led maths departments since the beginning of 2011 before becoming Assistant Principal in 2020. 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.

Period 5

Exploring the Casio FX-991EX Classwiz as a Teaching and Learning Tool


In this session we'll be exploring how you can support your students to work efficiently with the Casio FX-991EX Classwiz calculator, how it can be used to support learning and it's abilities to check answers. We'll be covering functions from KS3 up to A Level Further Maths. We can guarantee there will be something in this session that you didn't know about before.

Please remember to bring your calculator! We will be bringing along a small number of calculators, in case you don’t own one already.

Mark Heslop @EmporiumMaths

After a 10 year career in Engineering, Mark spent 15 years in the classroom teaching maths before joining Pearson in January 2021, to support teachers. He was also part of the A Level Content Advisory Board that reformed A Level Maths and Further Maths in 2014.

Recreational Maths: By kids, for kids


Come along to find out how we established a student-led recreational maths club for Y10-13. Following a brief introduction, during which I'll explain the the motivation for the club and how we overcame hurdles, I will share some of the activities that the students have selected. The rest of the session will be a workshop where you can try out these activities and I will be available to answer your questions and discuss ideas.

Kirsty Fish @kirstymaths

I have been teaching maths at the British School of Brussels for a decade. Prior to this I taught maths and science in Switzerland, and science in state schools in England. I currently teach a range of classes from Y7 to Y13 Further Maths. Outside of lessons I'm also known as mummy, first trumpet or goal attack. At other times you might find me playing board games or reading a good book and, as a chronic sufferer of FOMO, almost always trying to pack too much in.



All pupils can learn well. All pupils can be successful in mathematics.

In this session, we will discuss why and how it is possible for all pupils to learn every single bit of the mathematics curriculum, from counting to calculus, in a deep and memorable way.

We will consider how schools and teachers can structure curriculum and lessons in order to unleash the limitless potential of every single pupil.

We will also discuss the implications for schools in terms of how pupils are grouped and how learning is viewed by teacher, pupil and parent.

Pulling together the very best of what is known about teaching and learning mathematics into a coherent approach for ensuring success, I will outline the key steps that teachers can take in their classrooms today to transform the outcomes of their pupils.

Join me for a workshop that I hope will resonate and provide real food for thought.

Mark McCourt @emathsuk

The UK’s leading expert on the mastery approach, Mark is a leading figure in mathematics education, and has led many large-scale government education initiatives, both in the UK and overseas. Mark was a Director at the National Centre for Excellence in the Teaching of Mathematics (NCETM) and has also been a school leader, an Advanced Skills Teacher, a school inspector and a teacher trainer. He founded and was Chairman of the Teacher Development Trust. He has extensive experience of mathematics teaching and learning across all age and ability groups, having taught students from age 3 to PhD!

Year 3 and Smart Motorways


In this practical session, we will consider the impact of the recent lockdowns on children who are going into Y3. Their mathematical development has not been helped in the past two years, through no fault of their own, or of their schools.

Years 1 and 2 are the year groups with the most crucial new mathematical ideas, and yet without them, the Key stage 2 curriculum is simply inaccessible.

I've been looking closely at the curriculum, and will share some top strategies and my five-week programme for ensuring that Y3 are able to succeed mathematically in the coming year.

Andrew will also share the experience of his own and two other schools who have been using the approach since September.

Andrew Jeffrey @AJMagicMessage

Born at an early age, Andrew briefly held a world record as the youngest person on the planet. 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 always in trouble, 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.


Maths Cake Competition

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 #MC27Cake. And, of course, remember to tweet a picture of your own cake before you finish it all! We know how delicious they are!


The day is bursting with networking opportunities and workshop time. Delegates will leave with new ideas to try and new people to share the results with.

Treasure Hunt

Throughout the day you will have a collection of mathematical questions that you need to find and 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.

Charity Raffle

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 where you can win a selection of mathematical prizes, with all proceeds going to the Macmillan Cancer Support.

Inspiring Speakers

Our workshop leaders and speakers have one thing in common: their love of mathematics education. You'll find workshops leaders presenting on a broad range of topics covering mathematics from primary to further education and beyond.

Friday Night Meet-up

It's a MathsConf tradition for delegates arriving on Friday to meet up at a local bar to catchup with the community, network and talk all things mathematics.

We'll be sending out further information to all ticker holders nearer the time.

Your Comments from previous #MathsConfs


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.

The Ongar Academy

This was the most excellently organised conference I have ever attended. I have now since attended a few more virtual conference but nothing comes close. It didn't feel virtual at all. The timetable...

Thoroughly enjoyed #MathsConf23. Lots of different ideas and thoughts to take forward into future practice!!


A great conference, very well organised and varied speakers. Great value for money. Look forward to the next one.

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.

Chris Williams
Sir Christopher Hatton Academy

What an excellent first #MathsConf24 , how have I never attended one before!


Fantastic conference! A great way to spend a day with a range of diverse and interesting topics all from home. Thank you so much I’m hoping this now becomes a regular event!

Event Supporters

'Complete Mathematics'
'Science Studio'
'Arc Education'
'Maths Inspiration'

Contact Us

By phone:
020 8144 4748
By email:
This email address is being protected from spambots. You need JavaScript enabled to view it.
Or find us at:
121 King's Cross Road