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.
#MathsConf29 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...
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
Reasoning is the backbone of learning and doing mathematics. It helps us to make sense of new ideas in order to develop fluent conceptual understanding and it is essential to breaking into and solving novel problems (the whole point of maths).
In this session, I will demonstrate how the natural thinking powers possessed by all learners can be harnessed as mathematical habits of mind to learn maths and solve problems. Please bring an open mind and be ready to engage in some mathematical talk. You will take away a framework for developing mathematical thinking and ideas to assess and improve reasoning.
Primary trained teacher and leader, qualified as a primary Maths Specialist teacher (MaST, 2012), worked at Mathematics Mastery (2015-19) and more recently as a Local Leader of Maths Education (LLME) and NCETM accredited PD Lead with schools in the South West.
Key interests: Mathematical thinking, mathematical talk, oracy, early maths.
Following some success over the years at creating twitter polls that cause arguments and controversy, I welcome you to a workshop debating some of the more contentious issues in maths. Are concentric circles parallel? Is a cylinder a prism? What is -15 rounded to the nearest 10? Is sinx really better than cosx? (yes yes it is) There will be these and many more questions designed to make you think, to challenge your ideas and to hopefully have a bit of fun along the way. Bring your mathematical opinions along for an interactive session of discussion and polls. Or quietly sit on the sidelines ready to vote and sway things your way. However involved you want to be – the session will hopefully be enjoyable as well as give you some things to think about.
I have been teaching maths for 17 years and am currently Head of Maths at an awesome school. I love all things maths and do recreational maths in my spare time, wear maths clothing and generally the students think I’m a bit maths crazy (in a good way! I hope…). In my spare time I play a lot of board games and enjoy building lego masterpieces. At home I have a pretty amazing kid, a long suffering partner (who I beat at board games a lot) and 2 crazy dogs. I joined twitter about 9 years ago and use it for cpd and getting help – usually with further maths mechanics questions! I have no idea when I started doing twitter polls but they often lead from discussions with my partner that become heated. The best thing is they usually lead to the most interesting discussions on twitter too.
I have been teaching maths for 6 years. I enjoy doing recreational maths and getting stuck into maths puzzles – particularly those from Catriona Shearer and Ed Southall. I also enjoy watching various youtube channels, my favourites including Numberphile and 3Blue1Brown. For hobbies I like playing board games and building lego. I am not as active on twitter but get roped into twitter polls run by @Sheena2907 as they usually start as heated discussions at home!
With the recent wave of Hong Kong migrants arriving in UK due to the political situation back home, schools are seeing an influx of Hong Kong students joining at different stages of education. This workshop will aim to give you a better insight into the background of mathematics education in Hong Kong, and a better understanding of how culture impacts the way of learning for these students. A small study conducted as part of my Master’s degree at the University of Oxford looked into the general picture of Hong Kong students studying in the UK, highlighting the complexity of the student experience when taking into account cultural, past experiences, and societal influences. The workshop aims to outline students learning experience and highlight the importance of understanding the framework of Hong Kong international students’ transitioning into the British education. This workshop aims to give a deeper understanding of students’ beliefs and perspectives compared to how teachers perceive HK students and other literature relating to beliefs, cultural, and societal influences that impact their experiences in mathematics learning, giving some practical tips and strategy that will help students better integrate into the UK maths classroom.
Currently working as a Teacher and International Relationship Manager in a UK Independent school with lots of experience teaching students from all over the world. Recently completed my Masters in Education from the University of Oxford with a focus on how Hong Kong students learn in the UK mathematics classroom. I was educated in Hong Kong up to 16 years old and my personal experience of schooling in HK and UK has made me particularly interested in the education experience of HK students studying in the UK.
This session will explore the roles that fractions play in school level mathematics, why the standard introduction of fractions used in England can lead to problems, and how to use Cuisenaire rods to ensure fraction arithmetic is accessible to all learners.
Peter has been teaching mathematics since 2006 and leading mathematics departments since 2011. Peter is an accredited PD lead with the NCETM, a secondary mathematics SLE and the author of "Visible Maths" and "Conceptual Maths" from Crownhouse Publishing.
We are all born with the power to behave mathematically.
In this session, we will explore exactly what this means and how we can encourage ourselves as teachers and our pupils to behave like mathematicians in the classroom.
How do we get students to ask questions, to notice, conjecture and harness their innate mathematical powers?
Using our popular #teachingTogether format, this session will be packed with pedagogically rich tasks, engaging mathematical discussion and the occasional controversial opinion!
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.
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.
Applying principles of school improvement into practice is the goal of every school leader, including subject leaders, but what could sustainable improvement look like in your context? In this workshop we look at why school improvement isn't as straight forward as a plan-do-review cycle might lead us to believe, and identity opportunities for improving common practices of subject and professional development.
Tom Oakley is an experienced teacher, leader and LA adviser. He supports schools with improving the quality of leading, teaching and learning in maths.
The ability to describe and accurately reason in Mathematics is something students often find difficult. Approaches to promote oracy and imbed them into every day practice are vital to not only encourage mathematical reasoning but also to improve self regulation of their work as it links to procedural knowledge. This workshop shows ways that maths teachers can improve oracy in their teaching without losing the focus on Mathematics.
Dave is an assistant principal at Weavers Academy in Wellingborough. He has a masters degree in Educational Leadership and is passionate about curriculum and mathematics. He has been teaching maths for 22 years in different schools and contexts.
When teaching hypothesis testing for the proportion from a binomial distribution, there is one aspect that I do not enjoy teaching - two-tailed tests! This is because, apart from the case when the proportion is 0.5, the underlying binomial model is not symmetrical. Any student seeking to understand the process behind two-tailed tests will ultimately question and challenge existing A-Level textbook and examination methods. Computer software such as R can give contradictory answers for hypothesis tests to techniques used in examinations! The reasoning for this contradiction shall be explored, and several examples presented where delegates can explore alternative methodologies. A calculator that can perform binomial PD and CD calculations will be helpful if attending this talk. Desmos teaching activities will also be shared to demonstrate how this topic can be presented interactively.
Gareth completed a PhD in applied statistics in 2017, working with the Office for National Statistics. Having taught across key stages 3 to 5 and at university level, Gareth joined Cardiff Sixth Form College in 2020, specialising in the teaching of statistics. He is enthusiastic about encouraging an understanding of statistics instead of applying a set of rules to obtain a result.
Ever been so overwhelmed with your to do list that you don't know where to start?
This session will share strategies that have stopped school intruding into family/personal time and demonstrate how some simple changes to organisation can massively improve productivity and reduce time spent searching/clicking
Assistant Curriculum Lead of Mathematics (Data and Assessment), with experience in a number of roles at Middle Leader Level, NCETM Accredited Level 3 PD Lead, A Level Specialist and proud mum to two tiny humans.
I was once taught a card trick that I was told would be ideal for Year 1 children. I tried it out on my five year old daughter, and she loved it. Then I showed the same trick to a PhD mathematician from Imperial College. He liked it even more. Come and discover a range of fun 'tricks' that I've been showing to primary children for years - but which are just as educational for 16 year olds.
Rob is an author and speaker whose books include the bestselling Maths for Mums & Dads and Maths on the Back of an Envelope. He is the Director of Maths Inspiration, a national programme of theatre based lecture shows for older teenagers.
What if instead of just teaching children to recall their times tables, we built their number sense and developed their reasoning skills so learning tables develops them as mathematicians rather than testing their memory? This hands-on session will explore the ways we can do this by starting from the product.
After 15 years as a primary teacher, Assistant and Deputy Head, leading Maths in 4 very different schools, I became a freelance consultant supporting local primary schools to develop their maths teaching. MaST, SLE, NCETM Primary Teaching for Mastery Specialist and NCETM Professional Development Lead. My studies for an MSc (Oxon) in Teacher Education equipped me to ensure my work is research based and tailored to meet the needs of those I support.
I am an experienced primary teacher who specializes in working with children struggling in maths. My passion for helping children overcome difficulties in maths led me to create fun new approaches and resources, and this is how FunKey Maths started. With funding from Nesta’s Maths Mission, I was able to create a suite of solutions which I now share with teachers through my work with three Maths Hubs. My ambition is to show that almost the entire primary maths curriculum could be absorbed through games!
What does highly-effective teaching of mathematics look like to you? In this session, I will offer an overview of what I believe constitutes effective teaching of mathematics. I will explain the various phases of effective teaching and how they are connected. We will look at the following: Preparing, Teaching, Assessing, Building Understanding, Language, Explanations, Phasing Learning, Pupil Practice and Being Mathematical. We will examine what some of these look like through the lens of different mathematical ideas. This session will include something for everyone - regardless of experience - and is especially suitable for anyone who enjoys thinking deeply about teaching mathematics.
Stuart spends most of his waking hours (and often his non-waking hours) thinking about mathematics education. Before devoting his time to the Complete Maths mission of improving mathematics education for all pupils, Stuart worked for 16 years as a classroom teacher, as head of maths and latterly, as research lead. He has worked in three very different secondary schools and has experience teaching Scottish, English and International curricula. Stuart’s desire to improve his knowledge and impact has seen him become a regular presenter and keynote speaker at conferences, as well as a frequent contributor to mathematical magazines, journals and podcasts. Stuart’s popular www.maths180.com website contains hundreds of video lessons covering most of Secondary Mathematics. An author and co-author of a number of popular mathematics textbooks, Stuart is @maths180 on Twitter.
Development of national exams, in England at least, tends to be a ‘big bang’ process with large scale, government driven reform followed by periods of relative calm. For GCSE Mathematics, though it may not feel like it, we are in the longest ‘calm’ period for many years. Rather than the frenetic activity of wholesale change, exam boards are able to reflect, review and continuously improve their practice leading to better papers, more consistent marking and accurate grading. In this interactive session, I’ll reflect on the exam process from writing to results and highlight how we set out to improve year on year. You’ll have a go at writing and improving questions, and you’ll use student examples to help finalise a mark scheme. You’ll also think about how building your assessment expertise may improve your teaching and benefit your students.
Andrew Taylor is Head of the mathematics curriculum team at AQA. Before joining AQA in 2001, he taught mathematics for 17 years and was Head of Faculty in large comprehensive schools in Cambridgeshire and Manchester. Andrew has been closely involved in the development and delivery of all AQA’s mathematics qualifications from Entry level through to further mathematics A level. In his current role, Andrew is responsible for ensuring teachers of all AQA maths qualifications are fully informed and supported and making sure that AQA’s qualifications and support meet the needs of teachers and reflect best practice and the latest developments in teaching, learning and assessment.
Everybody is trying to "sell" you their platform, whether it is CM, Hegarty, JM. MathsWatch - the list feels endless - so how do you choose? Come along to see how we use Complete Maths and, through discussion, help us to improve what we do! A laptop/tablet to access the platform would be useful.
Started teaching in 1983, when we still taught O Levels and a Mode 3 CSE! Held various posts in schools in the West Midlands, currently Head of Maths at Bewdley (also line manage Art/Business Studies/Computer Science/Digital Media as well as being on the Leadership team).
One of the key points that has come out of the pandemic is a real need to increase statistical literacy, so we can evaluate the overwhelming amount of data and “facts” that are thrown at us in everyday life. In this session we will be looking at the content of the GCSE Statistics Course, delivery models and support. We will be looking at how experience of the GCSE Statistics can help reinforce understanding of the content of the GCSE Maths course and why your good foundation students should consider doing Higher Tier GCSE Statistics. P.S. There is no coursework!
Mark is the Subject Partner in the Pearson Maths Emporium Team that provides support for GCSE Statistics. He taught for 15 years before joining Pearson, to support teachers and students, in 2021. Prior to that he spent 10 years as an Engineer designing and crash testing cars for a living!
Have you heard about this versatile, visual, concrete manipulative? Perhaps you are curious… or even sceptical? This is your chance to have a go at a few hands-on tasks. You will be amazed at how this tool can be the mess-free answer for children developing deeper understanding while naturally engaging in rich mathematical talk. Join in on this introductory rekenrek workshop and hopefully 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.
Have you ever been to a workshop and thought, "that is great but I can't see how I can make that work at my school"?
I was sure that these representations would help our students strengthen their understanding but I didn't know where to begin or with what.
In this workshop, I will share the journey my department has been on that started with looking at one topic and now is spreading through our whole curriculum. These changes are having a lasting impact on student's knowledge and retention and are rapidly becoming a staple in our teaching, not just a nice supplement.
This interactive session is aimed at all Maths teachers, not just Heads of Department. I will even share how you might have the conversation with your Head of Department if you want to develop the use of manipulatives at your school.
Ben is Head of Maths at Newfield School in Sheffield, alongside that, he is also a LLME for the South Yorkshire Maths Hubs. Ben runs the Sheffield Maths Network so speak to him if you are a teacher in Sheffield and love talking about Maths teaching!
Maths teachers aspire to go through the gears from fluency to reasoning to problem-solving in lessons with pace & purpose. Interactive content empowers us to spontaneously pose more "What if" type questions to pupils which may have multiple answers or practice different methods. In this all-new workshop we’ll explore versatile models you can use in class as initial entry points through to problem-solving & generalising tasks. We'll look at a diverse range of topics including probability game design, cyclic quadrilaterals, surds & lattice-points, shapes formed by straight-line graphs, linear vector combination & restaurant bills. These free materials (Excel spreadsheets & PDFs) are intuitive to use & will have significant impact on your lesson design & teaching practice. They'll also enthuse & fascinate your pupils enriching their learning & deepening their understanding. If you love doing maths & teaching maths, you’ll love this workshop.
Matt Dunbar began teaching 20 years ago & his innovative Trinity Maths programme has gained critical acclaim & award nominations. The new National Curriculum reinvigorated his passion to create rich activities that support excellence in teaching enhancing professional CPD through research & development.
Teachers of high attaining students sometimes struggle to find suitably challenging tasks. Often this results in the teacher either accelerating their class onto more advanced material, or moving through the curriculum super quickly and ending up way ahead of all the other classes. In this workshop we will look at tasks that will challenge and engage high attainers. The focus will be on giving students the opportunity to develop a deeper understanding. I will try to provide an example for every topic on the curriculum (but I can't promise to - it depends how quickly I speak!).
Jo is a maths teacher and Assistant Principal at Harris Academy Sutton. She is excited to be stepping into the role of Head of Maths in September. She writes the website resourceaholic.com where she shares teaching ideas and resources for secondary mathematics. Jo is the author of A Compendium of Mathematical Methods.
This session is for anyone who wishes to learn more about supporting students with dyscalculia and maths difficulties. The session is based on MA Ed research which found that more awareness and training is needed in this area. The session will look at what dyscalculia is, how learners can be identified and assessed before focusing on strategies to support these learners effectively.
I am a teaching assistant with a particular interest in SEND. My MA Ed dissertation looked at how teachers and teaching assistants can effectively support children with dyscalculia in a primary school. The study found that more awareness and training is needed in this area. I have used these findings to raising awareness of dyscalculia by leading CPD sessions and for PGCE students, as well as writing articles for the Dyscalculia Blog and Equals Online.
To Darwin, the missing link was a hypothetical extinct creature in the evolutionary line between modern humans and their anthropoid ancestors. Similarly, I see backward fading is the missing link between pupils starting as novices and becoming expert as they progress through an idea. In the session we'll look at the use of faded worked examples, the impact that this can have on developing understanding, ways to apply backward fading to get the most out of our learning episodes, and sources of backward faded worked examples for use in the classroom.
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 Complete Maths, stepping down from his role as Joint Curriculum Leader, to have an impact upon our most disadvantaged students on a national scale.
Finding the right course for learners is often tricky, even trickier for pupils who are often disengaged with education. This session will explore an alternative course ideal for KS4 pupils to enable a positive experience of maths. The qualification in particular will support learners with an identified skills gap in Maths and can be used to support progression into GCSE. Come and see what we have learnt from delivering the course at both level 1 and 2 along with the changes in pupils perception to maths following their success, and how we make this work within our curriculum.
Head of Mathematics, Teaching and Learning in Alternative Provision. Tracey began working in education as a music teacher and made the move to mathematics around 7 years ago. Enjoys all things maths, music and Lego!
As Chair of Examiners for GCSE Maths at AQA, I’m passionate about teaching Maths and getting students prepared, and most importantly, feeling confident going into their exams.
In particular, I’ll talk about Level 2 Further Maths. L2FM is a fantastic way to bridge the gap between GCSE exams and starting to get into the mindset of learning for A-level. In my experience, it works so well to stretch the highest attainers and help them put their best foot forward in the next step in their Maths journey. I’ll also cover just how simple it can be to utilise in the classroom straight away – even if you’re not currently teaching it. It can save you time to get on with getting them prepared for the next phase of Maths learning.
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.
Algebra is without a doubt the marmite of mathematics. Those who see it cannot understand why those who don't, don't, and vice versa. Fear of algebra is a destructive stumbling block for so many young people, yet it need not be this way. Starting in Early Years and continuing through Primary and into Key Stages 3 and 4, a few simple steps can ensure that every child will be able to thrive in the study of algebra. In this workshop we will look at 5 or 6 examples of simple tasks that demonstrate how easy it is to help EVERY child understand and succeed with algebraic reasoning.
Born at an early age, Andrew briefly held a world record as the youngest person on Earth. A trained secondary teacher, Andrew chose instead to spend his career trying to help primary children and teachers learn and love mathematics. At school, Andrew was in trouble regularly, due to undiagnosed learning difficulties, but he found refuge in the logic, beauty and predictability of mathematics, and has a real desire to help children who struggle. He currently enjoys teaching in a primary school in a deprived area of Sussex, and volunteers for Maths Week England, the largest Maths Festival in the World.
Maths and coding go hand in hand, and over the years I have found that coding can be a hugely beneficial tool in the maths classroom.
From building useful spreadsheets in excel to speed up calculations through to coding up A-level decision maths algorithms in Python, programming can help explore topics across the maths curriculum.
In this workshop we will look at how you can use Excel and Python to support the teaching of a variety of topics in a simple and accessible way (no prior knowledge required!)
Peter has been teaching maths and computer science for over a decade and is keen to share his love of spreadsheets with anyone who will listen.
Teachers of exam years have all experienced the frustration of students who understand the work in class but who struggle to access the mathematics through the fog of words that sometimes surround exam questions.
I have begun to develop a process of precise reading of exam questions and writing down information and calculations in an organised fashion which helps students stay in control of the process. I have used the process with GCSE as well as functional mathematics students. Early indications are very positive but I would be very interested in ideas of how to improve the process.
We will look at a number of prepared questions before working in groups looking at exam questions to discuss how we would guide students in the process of "Mathematical Reading".
Having spent many years teaching maths in a number of SEMH settings Anne is now Head of Maths at Walsall Studio School where most students are passionate about music, dance or drama but often less so about maths. Anne has been a member of ATM for many years and has a passion for building the connections between mathematical concepts as well as understanding the challenges and barriers which stand in the way of students becoming truly mathematically literate.
Have you ever asked your class/a student in your class a question and wondered what on earth they were thinking; wondering what they had done wrong?!
This workshop will look at some misconceptions I've come across in my Mathematics classroom as we ask the question...what were they thinking?!
The workshop will cover some common misconceptions in Mathematics and how we can plan our questioning for them. I'll discuss using multiple choice 'diagnostic' questioning to uncover misconceptions our students may have.
We'll also discuss how we can find out what students have done wrong when we receive an answer we're not expecting!
This workshop will be suitable for all Mathematics teachers regardless of experience, but would also suit ECTs/ITTs.
I've been a Teacher of Mathematics for 11+ years and Head of Maths for 2. I'm currently working as the Early Career Framework (ECF) Lead at my School in Reigate, Surrey. In this role I am the Induction Tutor to our ECTs and Professional Mentor to our ITTs. I'm mentor to our current Mathematics trainee and I'm also the Strategic Lead for our areas' ECTs and deliver the Teach First ECF Programme. I previously presented at MathsConf on 'Trying to stop students forgetting: a trip down memory lane' and thoroughly enjoyed the experience and am hoping MathsConf29 will be as good!
Low self-beliefs hinder students’ learning (Bong & Skaalvik, 2003) and consequently their life chances (Teach First, 2018), but how can we increase self beliefs? This study focused on the self beliefs of self-concept and self-efficacy within the mathematics classroom, as both constructs act either to encourage or limit learning (Bong & Skaalvik, 2003). The study explored the influence of increased verbal praise and feedback (VPF) on students’ mathematics self-beliefs and whether this influenced their classroom learning, in particular regarding task participation, response to failure, perseverance, and help seeking. VPF is praise coupled with feedback implemented in a sincere, concise, and task centred way to help students understand their successes and how to improve in future. This study found that increased VPF positively influenced students’ self-concept and self-efficacy, with self-efficacy displaying the greatest shift and thus indicating greater malleability than self-concept. Mathematics classroom learning was particularly influenced within the themes of response to failure and perseverance, both demonstrating the greatest positive shifts. Thus, increased VPF helped raise students’ self-beliefs which positively influenced their mathematics learning. Consequently teachers could consider 5 implementing VPF within their everyday practice to help support students’ self-beliefs and mathematics learning. This workshop will focus on how can the findings of this study be transferred into mathematics teachers everyday practice to support and enhance students learning.
Sarah is a passionate Secondary Mathematics teacher, who trained through Teach First and is currently working in an inner London Secondary School. She has a keen interest in educational research, with a particular focus on cognitive science and motivational behaviour. Sarah recently completed an MSc at the University of Oxford, which helped further her interest in how teachers can apply educational motivational theory to the classroom to enhance students learning. At school, Andrew was in trouble regularly, due to undiagnosed learning difficulties, but he found refuge in the logic, beauty and predictability of mathematics, and has a real desire to help children who struggle. He currently enjoys teaching in a primary school in a deprived area of Sussex, and volunteers for Maths Week England, the largest Maths Festival in the World.
A look at visualisations in maths teaching and specifically how they can support students with SEND. The session will look at a range of different needs and how we might consider these in our task design to ensure tasks are accessible to all.
A former Head of Maths and Maths SLE, my work now primarily focuses on SEND but I still retain my love of all things Mathematical.
With this being the 29th Maths Conf and new teachers coming to the profession and increasing numbers of teachers attending for the first or second time, it is time, with MathsConf returning to its spiritual home to look back at some of the resources and websites that we may have forgotten or have fallen out of vogue. This gives us the opportunity to revisit the beauty of thinking hard with a Venn diagram, some alternative resources for homework, who does not like an SSDD problem or even a Frayer Model, all this an much much more. So with a stroll down memory lane to revisit some of my recollections of things I have found useful.
Having spend 9 years as lead of maths at my current school, before moving on this summer, I have had the pleasure of attending most of the MathsConfs including the very first one. My role is very much as a day to day classroom teacher and have been involved in developing Mastery teaching since joining East Bergholt 9 years ago
*Disclaimer - the tasks aren't ALL fantastic but I didn't think that: "reasonable tasks (and where to find them)" was as catchy. In this session, I will share some tasks I have made and I have been using with my mixed attainment year 7 classes and with some of my other groups to support all levels of ability. I have used many of these tasks in conjunction with feedback in books to cut down on the marking in books. I will also share tasks that link lots of topics and discuss my thinking behind them, how they were used and how they supported students thinking.
Helen is a maths teacher in East London. She loves being in the classroom and particularly loves discussing maths with pupils and making tasks based on those discussions.
After taking on another bottom set this year (at a new school!) I reflect on what can be the most difficult classes on the timetable. We'll talk about successes, we'll talk about mistakes, what I'm proud of, what I'd avoid at all costs and what I will do differently next time. We all have classes like these, and this'll be for anyone nervous about the upcoming year, anyone supporting someone with a classes like these, and does not have to be just for their Y11 bottom set.
I have been a teacher for 8 years now at schools in South Yorkshire and Derbyshire, and have had more than my fair share of bottom sets. I've had many successes, and some failures on the way. I'm keen to help others find ways to thrive with these classes to help them achieve the best grades possible.
Thinking Deeply about Mathematics Education is a cross-sector panel assembled to address the questions preoccupying teachers at the chalkface. A unique opportunity to explore the rich connections between the different phases of mathematics education, our sole aim is to explore how we can work together to support all pupils in becoming mathematically proficient and, ultimately, leave school with a deep understanding of the true beauty of mathematics.
Kieran Mackle is a Primary Mathematics Specialist Teacher, with a keen interest in class based research and evidence informed practice. In 2008, upon the completion of his B.Ed. at St. Mary's University College, Belfast, Kieran moved to Medway where he taught and led in areas of high socio-economic deprivation. At the beginning of 2017 he was appointed as the Mathematics Specialist and Collaboration Lead for three Gravesham primary schools, where he currently oversees a five year project funded by the Worshipful Company of Goldsmiths' created with the aim of enhancing the quality of mathematics education provided for vulnerable and disadvantaged pupils.
This workshop will explore how we used algebra tiles to teach completing the square to two groups of higher-tier GCSE students. We'll model how we introduced it, discuss some of the mistakes we made, and importantly, talk about how we helped students to move away from the concrete manipulatives. This practical session will give you time to try out some of our ideas before you take them back to your own classroom.
I completed my teacher training at Cambridge University. I started working as a maths teacher at Sawston Village College in 2018 and became Deputy Head of Maths in September 2020.
I completed my teacher training with Teach First in the South West, then worked for a couple of years in Axminster, East Devon. In September 2018 I moved to Sawston in Cambridgeshire, taking up the role of Deputy Head of Maths at Sawston Village College. In September 2020 I then became Lead Practitioner in Maths in the same department.
An adaptation to my workshop on #MathsConf28, we will be looking through topics on the GCSE and A Level Maths and discover the similarities (and differences). There will be a twist though! This time, we will be using the same topics as per #MathsConf28 but look at the international GCSE and A Level papers. Can we identify whether the questions are of GCSE difficulty and which are A Level? How can we promote A Level Maths (and Further Maths) to our Year 11s (and year groups further down)? How can we use the international GCSEs and A Level papers to help prepare our students? This workshop is suitable for those who are aspiring to or currently teaching A Level Maths.
Matt has worked in schools across the West Midlands for the last 9 years. He is currently teaching GCSE and A Level Maths at a vastly improving 14-19 school in the West Midlands. He is fortunate to currently teach with experienced colleagues such as the @Just_Maths duo of Mel and Seager. He has been teaching A-Level Maths for six years and is proactive in sharing his experiences of maths via Twitter. Matt is a fan of snooker and Formula 1 and loves to play different types of board games and escape rooms!
Autograph is the original and best dynamic geometry package for teaching and learning mathematics. This session is going to use the latest release of Web Autograph and as well as providing a broad overview of the features and functionality of Autograph, the session will include some great examples to use in your classroom. Created by teachers for teachers, it is pedagogically sound and allows you to bring mathematics to life in the classroom by demystifying complex mathematical ideas.
In this workshop, we'll explore 2D Shapes and Regular Polygons, understanding about Area and Perimeter, Transformations of 2D shapes and Graphs, looking at the Area beneath a Curve or between two curves and adding Vectors. Join me for an exciting, interactive session that will leave you equipped to return to the classroom and wow your pupils! The workshop will focus on not just how to visualise the mathematics, but also how to structure the visualisations and generalisation in order to maximise learning.
Suitable for teachers at all stages who want to be able to go back to school with ideas about how their pupils can learn using Autograph. Autograph is suitable for those that are used to using technology in the classroom and also those who are new to dynamic software.
Robert J Smith has been teaching maths for nearly 10 years and is currently the Maths Community Lead for Complete Maths. 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.
Level 3 Mathematical Studies is a course for sixth formers that has become more widespread over the last few years of its development. In this workshop, we will look at the different courses available and spend time delving into some of the content. More focus will be given to the AQA course as that is where I have the experience of teaching. If you are interested in starting the Core Maths qualification, or if you are already teaching, the come along and share some of the ideas and resources that have proven useful in the teaching of this excellent course.
I have been teaching maths for 14 years, and am just taking on head of department in a large 11-18 school. I love both doing maths and teaching maths and enjoy being part of the communities that mathsconf has created.
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!
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.
“ 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... ”
“ Thank you for an amazing day #MathsConf23 I have thoroughly enjoyed every single moment and have learnt an awful lot. Great work. ”
“ 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!! ”
“ 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. ”
“ 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. ”
“ 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! ”