The Complete Mathematics Conference is the UK's largest Maths Teacher conference, bringing together thousands of maths teachers each year, from primary, secondary, and FE to collaborate and learn from each other.
We are extending #MathsConf24, to not just all of the UK, but to the rest of the world too! At our last Virtual Conference, we had attendees from over 70 countries!
This new 'Virtual Conference' includes workshops delivered by expert maths teachers from all across the world, who have a voice, and want to share their love of maths (this could be you!).
To keep these virtual conference experiences as true as possible to our face to face conferences, throughout the day, we will have many different speakers running workshops at the same time, so you can pick the workshops that specifically relate to you. But fear not! The recordings of the entire conference will be available, for you to catch up on any you miss!
(Times are GMT+1)
There are some pupils at secondary school who have not yet made sense of numbers, or are able to number bond or have basic sense of the four operations. They need to be relieved from the demands of a conveyor belt system and be given a carefully tailored intervention.
This presentation will show some ideas on how to help such pupils. Finding their true starting point, building motivation from early success and the use of games. How to teach the idea of numberness, numerosity, numbers, digits and numerals. All in the context of the field axioms.
Use of concrete materials such as the rekenrek, two sided counters, cuisenaire rods etc. will be shown. Emphasising the use of mathematical language to map concrete and pictorial modalities to symbolism. And how firm number sense eventually leads to pupils’ understanding of place value, part-whole relationships (including fractions) and beyond.
Ultimately, being able to provide meaningful and impactful teaching to the lowest attaining pupils leads to true enlightenment of how mathematics works at the most fundamental level.
Atul is a full time online maths and Science tutor. He teaches students all around the world and has tutored for 14 years, 8 of them online. In recent years he has attended several days of CPD by La Salle and has come to appreciate and practice the principle of mastery teaching. He teaches early maths to A level. His passion is in helping low attaining students or those with Dyscalculia. He is also interested in education technology to aid and enhance teaching, particularly in a virtual environment.
We will discuss and discover the difference between teaching creatively and teaching for creativity and how they both have their place in the Maths classroom. After this, we will look at examples of how both of these can be used in the Maths classroom and dispel the misconception that maths and creativity do not have an overlap.
I will give examples of how specific methods can support students with Autism both educationally and socially. The session will be linked to research which supports the methods and how they can be implemented effectively without increasing the workload of the teacher.
Jordan has been teaching for 5 years in a school with a high proportion of Special Educational Needs, which has supported their interest in this area. Jordan recently completed a Masters in Education where they did a module in Teaching for Creativity; He chose this module to discover new ways to get rid of the misconception that maths is not a creative subject. In June this year, Jordan completed his dissertation around how creative teaching this can support all students, but specifically those with Autism.
Following on from Jean's #MathsConf23 session where 5 key strategies to solving word problems were shared, this session looks at a completely different set of 5. Involving problem types, representations, statistics and much more.
Examples from KS1-3 will be used but the focus remains on the approaches suitable for all Key Stages.
Jean started teaching 24 years ago, and from their second year as Head of Maths followed a series of Maths careers; AST, Adviser & Lecturer. The last 2.5 years Jean has returned to the classroom part of the week and runs their own Mathematics consultancy for the remainder. jean is completely passionate about word problems, all of the ideas and many years of research have been tried and tested in the classroom. Jean is currently putting together the sum total for a practical book for teachers.
For many students, compound measures are reduced to formulae... and in the worst cases 'triangles'! As a result, students lose a great deal of understanding behind these measures, and find it hard to deal with unfamiliar contexts, unit changes and multi-step problems.
A few years ago, I began to teach these measures using proportional reasoning and ratio notation, and it revolutionised the way my students saw them, particularly speed. Join me to see how we can move students from blindly using a formula triangle to grasping the underlying proportional relationships.
Kathryn is a 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 kicthen baking brownies.
Nurturing an environment where learners actively look for, and engage in finding multiple strategies for solving meaningful empowers students to explore alternatives and develops confident, cognitive mathematical risk takers.
Teaching through problems worth solving is about inviting students to think about mathematics, to take risks, and to persevere. Collaboration is the key! Students need to be working together, sharing strategies, and learning from one another. As educators, our role is to inspire, facilitate, and regulate.
A problem worth solving is accessible to all students. It has multiple entry points, has a low floor, wide walls, and a high ceiling. These problems lend themselves to natural differentiation where all students are able to address the problem at their level and experience success. A problem worth solving allows the use of multiple strategies and varying facets of mathematics.
In this session, participants will: Co-construct criteria for the selection of meaningful problems, Engage in challenges to support the development of reasoning and communication, and Explore methods to assess mathematics for understanding.
As an advocate for all students, Jordan is committed to supporting colleagues in developing fair and equitable teaching and learning practices. He values and appreciates the shared responsibility in building safe and inclusive learning and working environments, characterized by collaboration and ongoing professionalism. As a coach, and mentor with colleagues at the school, regional and provincial levels, Jordan has been a lead learner in the areas of mathematics instruction, assessment practices, and curriculum development. Through these processes, Jordan has supported the professional growth of colleagues by engaging them in research-based practices to continuously support student achievement and well-being.
He has spent his career teaching in Ontario (Canada) with the York Region District School Board and he currently teaches in Thornhill, as a grade 6/7 Homeroom Teacher and Math Coach. Jordan holds specialist qualifications in Mathematics, Reading and Special Education, also work as Principal Designate and leads his school PLC’s. Jordan have written curriculum units and presented at board and system level conferences and workshops, and believe that playful mathematics is the engine that drives learning; a gateway towards uncovering a sense of wonder, belief and beauty.
It is no secret that I’m a little obsessed with the teaching of arithmetic with negative numbers.
In this workshop I will take you through some changes I’ve made in my teaching of negative numbers since attending conferences myself but also a vast amount of reading and research.
I’ve tried these approaches in class With students from year 7 to year 11 and I’ll talk to you about how the students find the approaches, which include using two-colour counters and pictorial representations, and I’ll then also show how I got students to build on these ideas to solve equations without teaching a ‘method’.
Charlotte has been teaching mathematics in secondary schools for 8 years and has recently taken on the role of second in faculty at a large state secondary school in Staffordshire. She is passionate about mathematics education and encouraging teachers to use manipulatives in the secondary classroom.
This session will outline some of the pedagogical benefits of using mathematical art tasks in the KS2, 3, or 4 mathematics classroom.
Participants will be introduced to a selection of ready-made mathematical art lesson resources and will look at ways of using these resources to maximise engagement and support learning across different areas of the curriculum. Finally, there will be the opportunity to explore one activity in more depth.
The session will include time for some hands-on mathematical art-making. No prior experience necessary.
*Equipment required* - 3 sheets of A4 paper, ruler, pencil, eraser and a pair of compasses.
Clarissa is STEM Faculty Lead Practitioner and KS5 Teacher of Maths at Thurston Community College in Suffolk, and has previous experience as an AST and whole-school Teaching and Learning Lead. She regularly presents at Maths Education conferences, and as an accredited NCETM Level 3 PD Lead has led work groups on behalf of both the Cambridge and the Angles Maths Hubs.
Clarissa has a particular interest in developing mathematical enrichment activities for all age groups. She is the creator of the Artfulmaths.com website, and author of the Artful Maths Activity Book and the Artful Maths Teacher Book, both available from Tarquin Publications. Her geometric paintings have been exhibited in Mathematical Art exhibitions around the world.
Supporting novice teachers in maths is a difficult skill. Not just developing those routines and classroom practices but in supporting curriculum knowledge and subject teaching knowledge (e.g what are the most common misconceptions that occur in a lesson on collecting like terms).
This session will look at developing the skills teachers needs to plan a sequence of learning, how to identify a good task and how to develop their own skills at task design. These strategies aim to support the journey from ITT, through NQT to RQT.
Head of Maths and SLE. Lucy leads the Teaching Schools South West Maths Network, blogs about teaching, creates and shares resources, and has a particular interest in supporting novice maths teachers.
The conveyor belt model of education with age-related expectations that has been implemented in schools up and down the country for years isn’t meeting the needs of the students that we’re teaching. Some students are finding it too hard, being asked to factorise quadratics when they can barely divide in base 10. Others are finding it too easy, being asked to calculate the area of a triangle for what seems like the 70th time.
Teachers are having a hard time with students switching off because the work is either too easy or inaccessible, feeling helpless to teach them the right level of maths, hamstrung by a curriculum aimed at the middle.
Throughout the workshop, a re-run from #mathsconf22, we’ll look at how classroom teachers can use exercises to identify the right level of maths to teach using Increasingly Difficult Questions, how we can develop all students’ confidence in their abilities through assessment as middle leaders and how we can get students doing the right stuff from the moment they enter in Year 7 through improved curriculum planning.
Dave has taught in secondary schools in challenging circumstances in Leeds for the last twelve years, with the last ten in his current school. He has been a TLR holder for six years and is currently responsible for leading on schemes of learning and assessment.
Dave has been referred to as 'the master of fluency practice' for his work on the award-winning Increasingly Difficult Questions web site.
It took me a long time to increase my own pedagogical content knowledge (PCK) and much of that learning happened in isolation.
In this workshop I present a medium to fast-track PCK and enrich department meetings with buzzing pedagogical discussion. We'll also briefly discuss the rationale for pedagogy prompts before working through a number of prompts together.
Dan Pearcy has worked as a teacher, a Head of Mathematics and a Senior Leader in various curricular around the world. He acts as a visiting presenter on the iPGCE Durham University teacher training programme, has created Geogebra applets for a well-known online IB textbook and he currently creates video content for IB Diploma courses at InThinking.
He recently published a new website (danpearcy.com), alongside a book called "Mathematical Beauty", which is aimed at teachers, post-16 students and anyone who wishes to develop their understanding of the wonderfully rich world of mathematics.
Many popular games contain elements of mathematics: from Noughts and Crosses to Tetris, Monopoly or Settlers of Catan.
In this workshop, we will discuss how probability, combinatorics, logic and computer simulations can help us find optimal strategies for different games, and how games can be used in the classroom to make learning more fun and memorable.
We will explore how students can design their own games, and how tools from game theory are used in science, economics and politics to make important decisions. And of course, we’ll also play many games…
Philipp is the founder and CEO of Mathigon.org, an award-winning platform for secondary mathematics that has been used by millions of students all around the world. His goal is to build the “Textbook of the Future”, to make learning more interactive and engaging than ever before.
Philipp previously studied mathematics at Cambridge University and mathematics education at the UCL Institute of Education, and he worked as a software engineer at Bloomberg and Google.
What is there to consider when introducing ideas that are similar, such as letters like d b p q, perimeter and area, circle theorems, or trigonometric ratios?
This workshop will look at ideas from Engelmann and Carnine's Theory of Instruction about introducing coordinate members to a set and sub-cases such as higher-order classes (such as quadrilateral for rectangles and squares) and complementary members (such as on and off).
This workshop will also look at a construction of a hypothetical sequence for introducing trigonometry using these ideas.
Alex is a secondary maths teacher from Melbourne, Australia. He is in his seventh year working as a tutor for students with a diverse range of needs and third year as a registered teacher. He has spent the past five years creating notes, organising past exam questions, and sourcing resources for students and teachers for his website (www.vicmathsnotes.weebly.com).
During lockdown, Alex read and summarised Engelmann and Carnine's Theory of Instruction not only to help him understand it better but to make it easier for other teachers to dive into the tome.
The subject content for A Level Mathematics reminds us that "the use of technology, in particular mathematical and statistical graphing tools and spreadsheets, must permeate the study of AS and A level mathematics".
This session looks at how we can use technology in our day to day lessons to enhance teaching and learning, not just for A level students but for KS3 and KS4 also.
The session will include several problems where the use of technology enables student exploration and investigation.
Colleen has been involved in education throughout her career, specialising in Mathematics and IT as a teacher in schools and also a trainer, so is used to teaching all ages.
She also has a great deal of examining experience and is a Member of the Chartered Institute of Educational Assessors.
Colleen enjoys collaborating with students and fellow educators and updates her blog for teachers on a regular basis.
She studied at Manchester University for her undergraduate degree in Mathematics and Management Science and also has a Masters Degree in Mathematical, Statistical and Computing Education from UCL’s Institute of Education.
Do you wonder what techniques such as 'Retrieval Practice', 'Spacing' and 'Interleaving' are? Do you know what they are, but wonder how you could apply them in the classroom? Do you want to see how others approach these strategies in the classroom?
Using examples from lower-attaining Key Stage 4 groups, the session aims to show how these techniques can boost enjoyment and interest in mathematics, and how they can elevate students' mathematical thinking.
Sam Blatherwick is Head of Maths at Ashby School in North West Leicestershire. He has been teaching maths for 11 years and has been Head of Maths for three years.
Lots of maths teachers have manipulatives in their department – for some people at the back of a cupboard that hasn’t been opened for a while – but using manipulatives within the CPA (concrete, pictorial, abstract) framework can enhance students’ learning in maths.
In this session we’ll look at some maths concepts (such as simultaneous equations) and some maths procedures (operations with fractions) and see how working with manipulatives such as Cuisenaire rods and pattern blocks can help students develop pictures to help them make sense of the abstract maths, build connections with other areas of maths, and explore generalisations.
You might work in one of the departments that doesn’t have any manipulatives yet… so we’ll also look at how you can use cheap or free materials such as paper or stones to develop your own manipulatives.
We’ll be using manipulatives in the session – so if you have some please bring them along, and if you don’t – please bring along some paper clips, or stones, or pasta (preferably not cooked). Previous participants have also used baked beans as a manipulative – but that got rather messy so isn’t recommended!
Livia has been working in education for about 15 years, and has experience in both primary and secondary. She took part in the Shanghai Exchange in 2018, and following that explored maths in other countries including a SAMI maths camp in Ghana, and also worked on a project in Laos. She currently teaches maths to a year 7 nurture group working at entry level as well as mainstream classes.
It's a MathsConf tradition for delegates arriving on Friday to meet up at a local bar. Like many things this year, our Friday Night meet up is going virtual.
Join us on the Friday night via webinar for as little or as long as you like, for a Quiz, Bingo, Puzzles, and more!
As this is our biggest MathsConf yet, we want to take advantage of this incredible opportunity and make this our biggest charity donation as well! We will be running a raffle, with all proceeds going to the Macmillan Cancer Support.
We will also be donating all profits from conference ticket sales to Macmillan Cancer Support!
Our cake competition is always a highlight of the day. Dozens of delegates battle it out to be crowned the winner of the maths-themed cake bake-off.
Cakes are judged at lunchtime by our guest speaker and prizes awarded at the end of the day.
Be sure to check out your colleagues' handywork on Twitter #MC24Cake. And, of course, remember to tweet a picture of your own cake before you finish it all! We know how delicious they are!
#MathsConf24 will be our second virtual conference, following the success of #MathsConf23! So you can sit back in the comfort of your own home, join us online, and spend a full day listening to your fellow educators share their ideas, thoughts and innovations.
“ In the 59 years I've been on the planet, #mathsconf23 has been the best day of maths ed I've ever experienced. Thank you so much, one and all! Still on a high... ”
“ 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, the ease of access to the different sections, the interaction with colleagues. ”
“ 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. ”
“ ... Another fantastic event and plenty to take away and put into practice. Thank you to all involved ”
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