The Complete Mathematics Conference is the UK's largest Mathematical Teacher conference, bringing together thousands of maths teachers each year, from primary, secondary, and higher to collaborate and learn from each other.
MathsConfMini2 is the perfect way to end the working week with easily digestible mathematics widsom from educators around the globe, plus you get to keep you Saturday clear for whatever you want! (perhaps nursing a sore head from the post-conf virtual meet up)
Workshops are delivered by expert maths teachers from all across the world, who have a voice, and want to share their love of maths (this could be you!).
To keep these virtual conference experiences as true as possible to our face to face conferences, throughout the day, we will have many different speakers running workshops at the same time, so you can pick the workshops that specifically relate to you. But fear not! The recordings of the entire conference will be available, for you to catch up on any you miss!
MathsConf is all about educators learning from each other, sharing what they've learnt in their classrooms or through their research. We welcome MathsConf workshops on a variety of topics from a variety of presenters - from primary to FE and beyond. Whether this will be your first time presenting or your tenth click the button below to get the ball started.Submit your workshop proposal
In this workshop we’ll look at how I've developed the use of worked examples in my teaching based on the research in Michael Pershan's book Teaching Math With Examples. We’ll see examples from my classroom, especially self- explanation prompts and how to improve these to get the most from students.
Karen has been teaching Maths for 25 years. She is a Teaching and Learning Coach at a school in Surrey.
This workshop will discuss research from my MA Ed dissertation looking at the current knowledge of teachers and TA’s within a primary school. The dissertation research found that more awareness and training is needed in this area. Therefore, the session will also outline my current CPD work to raise awareness of dyscalculia including what dyscalculia is, how it can be identified along with strategies to support learners with dyscalculia and mathematical difficulties. This session is for anyone who wishes to learn more about dyscalculia and how to support these learners effectively.
I am a primary school teaching assistant, with a particular interest in supporting children with Special Educational Needs and Disability. My MA Ed dissertation research looked at how teachers and TAs can effectively support children with dyscalculia in a primary school. Currently raising awareness of dyscalculia by leading CPD sessions within my current school and other schools within the MAT that I work in.
Following on from the recent release of Web Autograph at #MathsConf26 Rob Smith will run through some of the features and functionality of Web Autograph. Web Autograph is available to maths teachers and students across the globe, at all levels of teaching. This online session will introduce Web Autograph materials for Beginners and Intermediate users.
This session is an A-Z of pedagogical content knowledge. Rob will run through various topics for which Autograph can be particularly effective.
There will be some obvious areas of the mathematics curriculum that can be taught using Autograph and some not so obvious examples, including how to teach Area, Bearings, Circles ...and that’s just the ABC
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.
This session will showcase a range of tasks to demonstrate how Dienes blocks and algebra tiles can be used to explain various key mathematics concepts ranging from arithmetic,area and perimeter, solving equations and algebraic proof.
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.
Being more efficient with time and activities can have an amazing impact on the knowledge and understanding your students gain.
This session will look at the doing and practising parts of the Teach, Do, Practise, Behave model for phasing learning episodes, looking at practical solutions to being more impactful and efficient through our choice of activities.
If you're wondering how you can keep up with the scheme of learning, or why students forgot how to do what you taught them last week, this session is for you.
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.
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.
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.
In this workshop you will learn, from first hand classroom experience, how gifs have transformed modelling for my students. Covering the digital divide and the need of effective modelling when extending learning outside the classroom this workshop shares how gifs became a key player in my practice. You will leave having made your own maths instructional gifs too!
Sammy is an FE maths teacher with secondary school experience as well as having taught in alternative provisions previously. Sammy now consults with colleges on their use of EdTech, teaching and learning strategies and their embedding of maths. Sammy was the first female Google for Education Certified Coach in Europe and proudly still teaches FE maths at Harrogate College.
Martini maths - any time any place, anywhere! Creating interactive worksheets for use on any device that supports Excel installation - phone, tablet or even computer. This practical session will demonstrate how to use my templates to create your own interactive activities for your learners. No previous experience required.
Further Education based GCSE resit lecturer keen to exploit technology for learner engagement and understanding.
Often when students in A level and GCSE are shown a data set, their first question is what to do with it. What is the right answer? There seems to be no playfulness associated with the data and the students are too scared to take a risk. Using multiple investigations and data analysis techniques, mainly focusing on using the AQA Large Data Set (LDS), the workshop focuses on the possibilities of how it can be embedded into both GCSE questions and A level questions to make it both accessible and familiar to the students. At A level even more flexibility is applicable and a version of gamification can be used. An option is to make the students Company Representatives for a particular car brand and then they can write a proposal where they must answer particular questions about their brand. Trying to promote their brand where possible. We will first look at the general overview of the big data set and then how it can be broken down in to manageable useable pieces for the classroom.
Alexandria Dowson is a mathematics and chemistry teacher who graduated from University of Tasmania in Australia. She taught in Tasmania for 5 years before moving to the United Kingdom to experience another education system. Ally is very enthusiastic about teaching through investigation and problem solving. In Australia she presented at the Maths Association of Tasmania conference and the Maths Association of Victoria conference. She was also a course critic for the curriculum of the ACARA Workplace Maths Course. Ally believes in the pedagogy of teaching for understanding and strives to continually develop this throughout her teaching.
Prime Factor Tiles are an excellent manipulative to see the associative and cumulative properties of numbers. Their manipulability allows for multiplicative relationships to be drawn out visually.
In this workshop we'll look at some ways Prime Factor Tiles can build representations that help see relationships between numbers by considering factoring.
I'm Mr Taylor. I've been teaching for 5 years and I love those moments when pupils 'get it'. I live in East Manchester and am currently the Maths department at a brand new secondary school.
When teaching probability it’s hard to avoid cognitive overload. It features new notation, new vocabulary, unfamiliar contexts, multiple representations, multiple concepts, deep thinking and complex ideas, all rolled into one. In this session we’ll take a look at the probability curriculum at Key Stage 3 and 4. We’ll think about challenges, explanations and resources. We’ll consider ways that we can avoid overload, to give all students the opportunity to develop a deep understanding of this rich topic.
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.
From the beginnings of reasoning mathematically at KS3 to the fluency with notation and language required at A Level students must follow lines of enquiry, conjecture relationships and generalisations and develop arguments, justification and proofs.
This session examines how we can help our students from KS3 to KS5 develop confidence in writing succinct arguments and proofs using accurate language and notation. The session will include a look at a selection of resources asking why and how we can use each resource to help develop such skills.
Colleen Young has been involved in education throughout her career, specialising in Mathematics and IT as a teacher in schools and Distance Learning colleges; she has also worked in training. Colleen has examining experience and is a Member of the Chartered Institute of Educational Assessors.
Colleen has a keen interest in how students learn and how technology can enhance the learning experience. She enjoys collaborating with fellow educators and is the author of a blog for Mathematics teachers, Mathematics, Learning and Technology - colleenyoung.org.
At Mathsconf 25, I spoke about teaching for understanding at A level. In this talk, I would like to apply these ideas to teaching integration.
Under the old A level specification, specific skills were examined in different units and it was possible to teach integration as a discrete set of skills. The new specification has given us the opportunity to teach integration in a much more pervasive way, particularly its links to mechanics. In this talk, I will share strategies, examples and resources to develop a deeper understanding of integration in our students.
The talk will conclude with a suggested method of introducing integration by substitution, aimed at developing conceptual understanding.
I have been teaching A level Maths for eleven years and Further Maths for the last six. I have previously worked as a Key Stage 5 Coordinator.
In March 2020, I set up a YouTube channel called "Maths in an empty classroom" to support my students with remote learning. I also joined Twitter and have been overwhelmed by the expertise and generosity of the Mathematics teaching community.
Classroom-based research suggests approaches such as spacing, interleaving, and retrieval practice can positively impact the learning of Mathematics. Indeed, successful teachers have been implementing these approaches for years. However, if misapplied, we risk a negative impact. This session will give an overview of these approaches and the science behind them, plus offer a range of practical suggestions on how to implement them effectively in the classroom.
Stuart spends most of his waking hours (and often his non-waking hours) thinking about mathematics education. Before devoting his time to the Complete Mathematics 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 relentless 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.
It's a MathsConf tradition for delegates arriving on Friday to meet up at a local bar. As MathsConfMini is on a Friday, we thought why not run this as a post-conf meet up instead!
Join us on Friday night from 10pm via webinar for as little or as long as you like, for a Quiz, Bingo, Puzzles, and more!
As with all of our conferences, we want to take advantage of this incredible opportunity to contribute to worthy cause! We will be running a raffle, with all proceeds going to the Macmillan Cancer Support.
We will also be donating all profits from conference ticket sales to Macmillan Cancer Support!
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 #MCMiniCake. And, of course, remember to tweet a picture of your own cake before you finish it all! We know how delicious they are!
#MathsConfMini2, following the success of our previous virtual conferences (#MathsConf23, #MathsConf24, #MathsConfMini, #MathsConf25and #MathsConf26) will be taking place virtually! So you can sit back in the comfort of your own home, join us online, and enjoy an evening listening to your fellow educators share their ideas, thoughts and innovations.
“ In the 59 years I've been on the planet, #mathsconf23 has been the best day of maths ed I've ever experienced. Thank you so much, one and all! Still on a high... ”
“ Amazing day, especially since I live overseas and can't attend these when they are in person events. The variety and quality of presentations is very impressive. The whole set up of the day was excellent, easy to move through the day and between sessions. ”
“ Thank you for an amazing day #mathsconf23 I have thoroughly enjoyed every single moment and have learnt an awful lot. Great work. ”
“ Thank you @LaSalleEd for a customarily slick and professionally-run virtual #MathsConf23–right up there with normal events. Brilliant day hearing loads of interesting stuff. ”
“ Some of the best professional learning you can get at an unbelievable price. Thank you for organising. ”