#MathsConfOnline
Join us online
Friday Evening, 19th August 2022
Friday Evening, 19th August 2022
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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.
MathsConfOnline is the perfect way to end the working week with easily digestible mathematics wisdom 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 proposalIf you have any questions, queries or concerns about presenting send us an email at This email address is being protected from spambots. You need JavaScript enabled to view it. or contact us on twitter.
Various techniques are used to converse with pupils in the class, allowing pupils to express their ideas coherently, as teachers gain automatic feedback. We all know the benefits of high quality-talk as it builds connections between math and language . But what actually constitutes as high quality talk? Secondary classrooms are different to primary, and teaching can at times feel repetitive. Today, I want to delve into what high-quality talk is and the simple ways it can be incorporated into the classroom. What's the difference between high-quality talk and talk that isn't? How can teachers drift away from superficial conversations that may meet the demands of the curriculum but don't fully benefit the pupils?
I am an ECT secondary mathematics teacher, finishing my training in this academic year, and employed in a school in Cheadle. My interests include: writing, playing piano and cooking any dish with cheese. I thoroughly enjoy teaching, especially when pupil's are building confidence and mastering mathematical skills. I believe mathematics is for everyone, and encourage pupils to develop a love of learning in the classroom.
In this session, author of a well-known blog for Mathematics teachers, Colleen Young, will delve into the features of good explanations to help students’ understanding. Exploring a variety of free GCSE resources including exam questions, we’ll look at how they can be used in the classroom to get students thinking further and provide practice to secure fluency, accuracy and understanding.
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
Observe a class of 7-11 year olds performing column addition and you'll witness a group of finger tappers and head-nodders. Evidence that we've failed to secure basic 'number sense' with regards to both number bonds and place value. Join me for this 'wow-bomb-filled' workshop where I'll show you why this is happening and how to instantly change outcomes in your school.
Karen Wilding is an Independent Maths Consultant, published author and conference speaker. With over 30 years experience as a class teacher, senior leader, local authority consultant and, since 2009, running her own international consultancy business, she brings a wealth of knowledge to her work and is passionate about investing in the subject knowledge and pedagogical skill of all practitioners.
Following the Covid-19 lockdown, Karen took her business online and focused her support more exclusively on teachers of 3-5 year olds in the Early Years, supporting practitioners with the new Early Years' curriculum and throughout the challenges of remote teaching during the pandemic. Over the past two years, through her new 'EYMaths' online training business, thousands of practitioners have graduated from her NCETM-Accredited 'Teaching Essential Number Sense' course bringing about an incredible impact on their children's progress both in the Early Years and onwards into Primary.
In this workshop I offer ways to consider modelling mathematics by visualising some mathematical processes and objects using Lego dots, seeing what the limitations and advantages of this kind of visualisation might be.
Lucy is a researcher, writer and designer studying for her PhD at the University of Cambridge. She was a maths teacher for ten years across primary, secondary and higher education and is the editor and author of several books, articles and research papers on mathematics education and education more widely.
Using Oracy in the secondary Maths classroom to encourage collaboration, problem solving and higher level thinking skills.
LP for Maths in Walsall. ECF lead Sept 21. 15+ Years teaching including as HoH, HoY, HoD, KS3 and KS5 Lead. Exam marker. Passionate about Mixed Ability teaching.
Maths, at school level, can often be thought of as a rigid and closed subject. Great mathematical thinking, however, can come from thinking outside of the box for solutions, or through pushing boundaries. In this workshop we will explore how contrary to the popular belief, maths can be a great medium for working on creativity. How can we prepare students for this type of thinking? What does this look like in the classroom? And if we’ve got loads of kids being creative with their maths – how do we provide them with feedback on their creativity?
Sam Blatherwick is Head of Maths at Ashby School in North West Leicestershire.
Would you like to plan better lessons in less time?
We all remember a time when planning a lesson took as long, or even longer, than delivering the lesson itself. As we develop as a teacher, we naturally speed up, we’d never survive a five period day otherwise!
In this workshop, I’ll share with you my tips for reducing planning time whilst still delivering high-quality lessons.
I’ll share plenty of resources, but more importantly, how I maximise their impact in the classroom. Whilst it’s true that some tasks are better than others, it’s how they are used that makes the real difference. As John Mason once said: “There are no rich tasks, only tasks used richly”.
Jonathan has been teaching Maths in secondary schools since completing his PGCE in 2005. Before becoming a Mathematics Lead for Complete Mathematics, 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.
This session will demonstrate how one single representation can be used to bring coherence to your pupils' experience of school mathematics. From developing an early understanding of single-digit multiplication, all the way through to polynomial division, there is one representation that connects multiplication & division, area, squares & square roots, algebraic expansion & factorising. What's more, it bridges seamlessly to our formal abstract methods. Moving to this representation changed my teaching and improved outcomes for my pupils. If you want to see how to get 100% of your class factorising a non-monic trinomial correctly 100% of the time - this session is for you!
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.
Learning how to motivate secondary school pupils to learn Maths is a hurdle for any ECT. Putting the mathematics into a 'real world' context may be one way to illustrate its relevance, but are there other practical strategies that we can use?
Research with a small sample of Early Career Teachers shows what strategies they are now using to respond to this question, and how their approach has changed across their first year of teaching. skills.
Kate is a Secondary Maths Teacher. She changed careers after 15 years in policy research and loves teaching.
This session will aim to outline what anxiety in Maths entails and some strategies to support students in overcoming it. The workshop will be highly engaging and interactive.
Jack Hancock is an SEND teacher at a Further Education college in Kent. He speciailises in accessibility and breaking down complex ideas for those with SEN needs.
How many of our students truly enjoy math class? Is math class only enjoyable for students who perform well on it? Are you sure? In this session, we will explore some ideas in how to facilitate #MathPlay in the classroom creating a more enjoyable math experience for all our learners. Learn how effective #MathPlay can lead to deeper understanding and students taking ownership over their learning.
Libo Valencia is a mathematics educator with thirteen years of experience who lives in New York. Libo is a passionate teacher who strongly believes that understanding mathematics can help all students develop critical thinking and problem-solving skills that can be utilized outside the classroom.
Libo is also known for his use of different technologies to engage his students and bring math concepts to life. He currently teaches at Horace Greeley High School in Chappaqua, CUNY Lehman College, and Mercy College. As a mathematics educator, he has taught a wide range of subjects, from remedial algebra classes to upper-level calculus. Libo holds a Bachelor of Arts in Mathematics, a Master of Arts in Pure Mathematics, and a Master of Science in Educational Leadership.
What is the Theory of Variation? Why use it in (maths) teaching? How can it be used to help learners to direct their attention to critical aspects of a (mathematical) idea? When should different types of variation be used to maximise the benefits to learners? These are the key questions I plan to answer throughout this talk, using examples in maths topics from early KS3 all the way to KS5 to demonstrate the breadth with which this idea can be applied to great effect. As a tool for efficient assessment, differentiation and the development of conceptual understanding, it is my hope that you will not only take away something valuable 'from' this session, but that you feel comfortable enough to bring your own valuable ideas 'to' the session. I look forward to meeting you!
I am a teacher at an independent school in London. I enjoy playing and improvising in a range of classical and non-classical styles on piano and cello, designing mathematical tasks (which have been used by my department) and cooking vegan food. If you have an interest in any of these things, please don't hesitate to reach out via email.
As Mathematics educators, we are responsible for teaching transferrable lifelong inquiry skills to our students through various open-ended and guided tasks that involve investigative, problem solving, and modeling-based activities. During the workshop, we will explore endless possibilities of such activities using Autograph maths.
As an experienced educator, currently, Curriculum Leader (Mathematics), and TOK instructor in an international school in Indonesia, Jalaj enjoys taking maths out of the class and bringing the world into the class. In the classroom, as a subject teacher, he has a very strong passion and commitment towards his students and he takes every opportunity to embed this in his teaching and find ways to make the classroom environment and lessons stimulating and exciting. He always aims to make his class inclusive and provide equal opportunities for all where each member of the class can be heard and feel valued. He believes that learning happens in and out of the class room, hence, students should use every possible opportunity to develop skills to become lifelong learners, and technology play an important role in this process. He is also an examiner and IA moderator for International Baccalaureate,Cambridge International Examination, and Pearson Ed Excel. His interests include photography, cooking, vlogging, and exploring new places.
The workshop will explore the value of maths revision; the mechanics of revision and the optimal timescales
Julia has been instrumental in the development of post-16 yrs Maths Resit approaches for a number of years. She has written for BBC Bitesize, Cambridge University Press, Oxford University Press and sits on the AQA Expert Panel. More recent work includes national teacher training with the ETF and research work with the EEF and AQA. She is a rabid tweeter @tessmaths. She is also a recent SHINE Award winner.
Often Further Maths A Level can turn into a diet of exposition and examples. The judicious use of open tasks for students to explore, however, can bring FM topics to life. I'll be sharing my experience with such activities and offering some free resources to help you along the way.
I teach A Level Maths and Further Maths at Frome College. I've put together lots of websites for maths teachers, including the popular Risps site. 'The Proving Ground', my ebook introduction to proof, is freely available via the ATM. Most recently I've written the 'Digitisers' resource, available again for free via the ATM.
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.
We know that manipulatives work in secondary and primary. But where to start in FE? Does the evidence still stand? Will they find it childish?
I’m passionate about maths education from eyfs to FE and believe we can all learn from each other.
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.
There are myriad challenges that students face to solve any Mathematical problem. Logic is always simple that is why we call it logic then what can be done to overcome come the hurdle in basic thinking. An effective procedural thinking at primary and middle school level that gets to the heart of knowing and responding to all of our learners that most complex problems may also have the simple solution. Sheetal Javeri will address various thinking approaches that facilitate Mathematical thinking.
Sheetal Javeri facilitates mathematical thinking as a Math specialist at an international school in Bombay and is the poineer for initiating Computational thinking and Inverse thinking in mathematics in IBPYP schools. Her article has also been published on IBPYP sharing blog. She has also presented her work at several international schools and organizations in India. She is also called as a speaker at La Scuola International School, San Francisco and Cunae International School, Texas. She has a master's degree in advance accountancy and Mathematical thinking certification from Stanford online.
Five strategies to help you track student understanding Description: Practising teacher, Ceri Ward Jones, will be exploring five strategies to help you get the most information from your GCSE Maths classes. Gauging how well students are understanding is a challenge all teachers face in the classroom. Ceri will be discussing techniques for gaining whole-class feedback and also sharing resources that you can take away to use in the classroom to support your teaching.
A dynamic leader of mathematics across Key Stages 3 to 5. Wishing to engender a love of mathematics in students. Putting students' needs first and constantly looking for better ways to achieve the very best outcomes. Enjoys collaborating with others and strives to ensure that students leave every lesson with a sense of achievement.
#MathsConfOnline, following the success of our previous virtual conferences (#MathsConf23, #MathsConf24, #MathsConfMini, #MathsConf25, #MathsConf26 and #MathsConfMini2) 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. ”
