The Complete Mathematics Conference is the UK's largest Maths Teacher conference, bringing together thousands of maths teachers each year, from primary, secondary, and higher to collaborate and learn from each other.
We are extending #MathsConf26, 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!
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
This workshop will look at how a book club can support staff in accessing and interpreting the latest pedagogical research and literature through organic discussions with authors. We will model how we support participants’ reflection through sharing a maths specific text to be enjoyed in the company of the author.
Rhiannon Rainbow is a maths teacher with almost 20 years’ experience teaching secondary maths in Herefordshire and Gloucestershire. Rhiannon completed a 4 year BSC Hons QTS Primary Maths EY at UWE before making the move to being a secondary school maths teacher where she has held a variety of roles. In January 2018 she joined the Greenshaw Learning Trust and has been working with schools across Gloucestershire, South Gloucestershire and Bristol combined with her Assistant Headteacher role at Five Acres. In September 2020 Rhiannon started in her role as the School Improvement Lead for Mathematics across the Greenshaw Learning Trust and began her journey in Cohort 5 of the NCETM Secondary Mastery Specialist Programme.
Dave Tushingham is a maths teacher with 15 years’ experience teaching maths in Wiltshire, South Gloucestershire and Bristol. Dave Tushingham qualified as an AST whilst working in Wiltshire before returning to South Gloucestershire to work as an AST and Head of Mathematics. Currently working as a Lead Practitioner within the Greenshaw Federation in Bristol, Dave Tushingham has recently become an accredited Professional Development Lead through the NCETM and is following his passion for continually developing his interpretation of the principles for teaching Mastery in mathematics.
Julia Smith, Pete Mattock, Ian Davies, Damian Haigh and Dan Rogan join AQA’s Maths Head of Curriculum, Andrew Taylor, for a panel discussion on how to have great maths conversations with your students. Each panellist will share their tips and experience from the classroom and open up the floor for questions from you.
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.
Julia Smith is committed to improving outcomes for GCSE resit students using her innovative 5R’s approach. Julia is a recent winner of a 'Let Teachers Shine Award' with 5Rsonline.
Dan Rogan is AQA's Chair of Examiners for AS and A-level Maths and Further Maths. He is a regular presenter at MathsConf, with 30 years' teaching experience and in-depth knowledge of the new A-level.
Damian Haigh is the Head Teacher of the University of Liverpool Mathematics School. He studied at Cambridge University and has a PGCE from Sheffield Hallam University.
Pete Mattock is an assistant principal, teacher, presenter and author of ‘Visible Maths: using Representations and Structure to Enhance Mathematics Teaching in Schools’.
Ian has worked in mathematics education for over thirty years and is Head of Curriculum for White Rose Maths. He has been Head of Mathematics in three very different secondary schools.
Imagine you were given three weeks to teach Pythagoras to Year 8. Would you be pleased to have the opportunity to explore the topic properly? Or would you worry about how to 'fill the time'? Would you worry that your students would get bored? Would you think that they'd all master the topic in one week? In this workshop we will talk about how to teach in depth without prematurely accelerating students. We'll focus on a few Key Stage 3 topics (Pythagoras, angles and sequences), looking at ideas for both lessons and resources.
Jo is Assistant Principal at Harris Academy Sutton. She teaches Key Stage 3 maths. 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.
Year 11s have finished their Maths GCSE, and some of them will have chosen Maths (and Further Maths for some!) as their A Level.
But how do we prepare these students during these unprecedented times?
In order to make A Level transition happen smoothly, we will need to change our approach so that the Year 11s are "A Level ready".
Following on from our #MathsChatLive discussion, Sheena (@Sheena2907) and Matt (@mr_man_maths) will be sharing on their strategies to prepare for the new Year 12s.
This is ideal for current or new A Level Maths teachers. There will also be opportunities for you to share your strategies too.
Matt has worked in schools across the West Midlands for the last 8 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 teach with experienced colleagues including currently the @Just_Maths duo of Mel and Seager. He has been teaching A-Level Maths for five years and is proactive in sharing his experiences of maths via Twitter. Matt is a fan of snooker and Formula 1 and also known to play a lot of "Settlers of Catan".
Sheena has worked in schools across Peterborough for the last 16 years. She is currently taking Curriculum Area Leader of Maths and had been 2nd in department with responsibility for KS5. Sheena loves doing maths problems recreationally and playing board games. "I'm a massive geek and my students all think I'm a bit bonkers, which I think is the best type of teacher to be."
"The more able need to be challenged, you need to go deeper into the mathematics, pupils need to be given opportunities to develop a greater depth of understanding."
Teach for long enough and there's a good chance you'll have received feedback to this effect on either a personal or school-wide level. But what does it mean? Does the advice come with clear and actionable exemplification? Or do we have to place our trust in the mathematical gods and hope for the best?
In this workshop, Neil and Kieran will demystify depth and challenge in primary mathematics, give participants a clear model on which to build and provide strategies to utilise immediately in the classroom.
Kieran Mackle is a teacher, MaST (Primary Mathematics Specialist Teacher) and Specialist Leader of Education, who has worked with numerous schools, local authorities and training providers to deliver training and school-to-school support.
Upon completion of his B.Ed. at St. Mary's University College, Belfast, Kieran moved to Medway to become a class teacher before taking on the leadership roles of assistant and deputy head teacher in schools in areas of high socio-economic deprivation.
In 2017 he was appointed Mathematics Specialist and Collaboration Lead across three Gravesham primary schools, spearheading and project funded by The Worshipful Company of Goldsmiths', developed to enhance aspirations and outcomes of disadvantaged children through support for teachers in their mathematics professional development.
In his spare time he hosts Thinking Deeply about Primary Education, a podcast designed to support primary teachers in their professional development.
Neil graduated university in 2013 with a BA in Primary Education. He had read copious amounts on learning styles and was aware of every educational themed pyramid there was. 6 months later, after successfully gaining employment, he was asked to leave his first job as an NQT because spending his time looking at students’ learning styles and applying pyramids did little to help the students learn.
7 years (and much reflection) later, he is an Assistant Headteacher for Teaching and Learning with no learning styles in sight. Now living in Lewisham but working across multiple schools, he spends the majority of his commute time listening to the Thinking Deeply About Primary Education Podcast and reading educational research that helps to improve students’ learning. He blogs about all things education at https://nutsaboutteaching.wordpress.com
Do your students struggle with math word problems? Where to start? How to solve? What operation to use? Result unknown; change unknown; start unknown...the world of math word problems can be confusing. Join me as we bring word problems to life for young learners using videos, images, acting, creating, numberless or slow reveal word problems, and open ended tasks. The sky's the limit once you bring a word problem to life in the math classroom!
Vikki has been teaching in Canadian elementary schools for 18 years, as well as occasional part time university lecturer positions. She holds Masters degrees in Technology Integration and Leadership, as well as a Postgraduate Certificate in Teaching Elementary Math. She is passionate about making learning active, fun, and engaging for all students - no matter what the topic. Vikki has worked as an elementary literacy and math mentor for several years. She believes that students can learn anything, given the right tools and the right environment. Her favourite work is in the classroom with students, and working with teachers to foster curiosity about learning. A seasoned presenter - Vikki aims to leave everyone she meets with practical ideas to take into the classroom as soon as possible.
In this session we’ll look at some delicious examples of modern board games, dripping with mathematics in unexpected ways.
Lucy is a maths education researcher, designer, writer, speaker and mathematical artist. She’s a former maths teacher and head of mathematics and is now a PhD student at the University of Cambridge, looking at communication of research to maths teachers.
Prime numbers are the most fabulously, wonderfully amazing things. Working with them is good for the soul; we should embrace them throughout the curriculum. In this session we will explore what makes the primes so superb and how we can use them to make our pupils better mathematicians.
Jemma has been teaching since 2004, has led a large, successful maths department and has worked with many schools as an SLE. She has written books for teachers and students and now leads the maths lead practitioner team at Ormiston Academies Trust.
This workshop will look deep into straight line graphs. It will look at some common and less common ways of teaching the concept as well as highlighting how it is one of the most important topics in KS4 through to KS5. I will describe how my approach has evolved over many years of teaching and go on to talk about aspects of the topic which are not taught in the UK but I have encountered while writing textbook material for international clients, some of which would be great to see in our curriculum.
Martin has been teaching mathematics for 20 years and writes content for mathematics education publishers and websites.
There is a distinct overlap between the concepts of maths and computer science, and by combining the two, you can create rich learning experiences that extend the love of mathematics and provide opportunities for real world applications. We'll have a go at creating our own maths coding project live, and look at the great free and inexpensive tools that exist to bring a little coding into your maths curriculum.
Dominic started as a secondary maths teacher in the North West, before heading out to Hong Kong to teach learning technology (STEAM, ICT) across primary. He continues to teach maths regularly, particularly working with high ability students across KS2, and also offering training and support to teachers across all three phases of the school. Recently, Dominic has created the website mathsbtc.com supporting teachers with extending and teaching maths beyond the curriculum, a project that will continue in his new role in Tokyo, Japan.
It is often assumed that making videos for maths teaching is really hard, or needs expensive software. In fact neither of these are true - it is very possible to make powerful explanatory videos using nothing but Powerpoint or Keynote. This workshop will cover the basics, and equip you to go off and make your own videos to help your students.
Andrew is a teacher and former subject lead for both mathematics and ICT. His PGCE is in secondary maths but his passion is for primary, believing that laying down the right foundations helps prevent a lot of problems!
Andrew is the author of several books for teachers, including 'Greater Depth in Primary Maths' and 'Magic Maths for Kids'.
Do you think play has a place in a mathematics classroom? If yes, join this session to explore the maths behind a few card tricks. We will make sure to avoid the telegraph pole error, and take advantage of the properties of division, equations, and place value, to name just a few. To follow along, please have a 52-card deck ready.
Corina developed a love for mathematics as a student in Romania. When choosing a career, she opted for economics since she could not see herself in a teacher’s shoes. Over 20 years ago, she moved to the United States to pursue a graduate degree in economics, and had the opportunity to teach for a few years. She immediately caught the teaching bug, and decided to go back to her first interest. She is now a teacher at Revere High School in the state of Massachusetts. She teaches Integrated Mathematics (Geometry mixed with some Algebra) and Pre-Calculus. While she eats, sleeps, and breathes maths, she respects the fact that it is not every teenager’s favorite subject, so she tries to infuse her lessons with lots of playful activities. In her spare time, she shares mathematics bits on the website mathcollections.com.
What can reading in the classroom offer to maths educators? Does it have a place in maths lessons? Or are reading strategies in maths purely tokenistic?
In this workshop we will explore how reading can enrich our maths lessons. With discussion of some of the best maths themed books, attention will be drawn to the way mathematical concepts are often described beautifully and eloquently. There will be consideration of the role that reading can play in the maths classroom as well as practical tips to take away.
Laura currently teaches maths in a secondary school in Suffolk and has worked in a variety of pastoral and subject roles. She is passionate about teaching and has a keen interest in educational research. Laura completed her Masters in Education at the University of Cambridge in 2017.
This year I have started to teach algebraic concepts using algebra tiles. This has helped my students collect like terms, expand brackets and factorise. I am going to share my experiences, how my students engaged and my thoughts on where to go next.
I have been a teacher of maths for 9 years. In that time I have worked for 3 academies in 4 schools. My experience ranges in good comps, to RI comps to all boys grammar. I have headed up numeracy in several schools as well as being involved in curriculum design.
Arithmetic, negative numbers, fractions, ratio, gradients, similarity, trigonometry etc. can feel like separate, unconnected areas of mathematics to pupils. Yet, it is just 9 axioms that underpin the entire backbone of number and algebra; from counting to calculus.
This workshop will explore the axioms using multiple representations showing examples of how they are ever present throughout pupils’ learning journey. Ultimately providing a coherent, consistent and familiar reference framework in learning mathematics.
Atul is a full time online mathematics and science tutor teaching students all around the world. He came into teaching after previous careers in aerospace, software development and finance. He has tutored for 15 years, 9 of those remotely. He teaches the full spectrum of school-level mathematics from skip counting to A-Level. His passion is in inspiring low attaining students with a belief system that everyone can learn mathematics well.
He is also interested in education technology, blogging and hosts #MathsChatLive which is an interactive video live stream CPD for teachers and tutors. In his spare time he is a performing singer and takes singing, dance and Pilates classes.
Many GCSE resit learners have trouble identifying when to use different skills they have, rather than simply adding any numbers they see. This workshop will explore up to three key topics this arises in - fraction addition, oversimplification of algebra and means in grouped frequency tables.
Learner misconceptions in GCSE Resit are typically strongly embedded and remembered (to the point they cannot be unlearned) and this workshop will involve discussion of ideas on how to meet these challenges, along with identifying the root causes. I have had involvement in action research in the 20/21 academic year which gave an opportunity to consider these misconceptions and address them - some misconceptions were easier to remove than others, with some erroneous ideas eliminated.
Carl is a maths teacher at The College of West Anglia, focusing on GCSE resit. He has been teaching for about 2 years and enjoys the cycling and watersports.
“purposeful talk at every stage of schooling improves outcomes for the most disadvantaged students”
This workshop will explore the findings of the Oracy APPG 2021 Report and its implications for maths classrooms across the phases, alongside effective strategies to begin to develop mathematical oracy in your own classroom.
Jane is a Secondary Maths teacher in Devon. Jane also works as a professional development lead, and is passionate about supporting teachers to develop their practice. Mathematical Oracy is a focus of Jane's work with pupils and teachers alike.
The average secondary school pupil is taught for 600 hours over 5 years. How can we make the greatest impact upon our learners in the time that we have? What little tweaks can we make to give students greater leaps in learning? We'll look at some practical ideas to maximise the amount of time students spend learning, and to maximise the impact on students' learning.
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.
Evidence - both anecdotal and data-based - suggests that even the most able GCSE mathematicians find the 'vector proofs' questions extremely challenging.
In this workshop, I intend to outline a systematic, atomised approach to teaching vector proofs - building from an understanding of ratio, gradients and parallel lines before combining these strands of knowledge together to attempt the proofs.
I will focus on the two most common types of vector proof - using vectors to find the ratio of two line segments and using vectors to show that two lines are parallel.
Joe Crowther is a third-year Maths teacher at a Catholic comprehensive school in Gloucestershire.
Joe has a keen interest in using the principles of Variation Theory and atomisation to develop students' understanding of complex mathematical concepts. He is also (probably) the maths teaching fraternity's biggest fan of the group The Fall.
United Kingdom Mathematics Trust (UKMT) is most widely known for the annual Junior, Intermediate and Senior Challenges entered by over 700,000 students. Would you like to try some UKMT questions grouped by curriculum area and discuss how you could use them in your classroom to develop problem solving skills? In this session we plan to share ideas about how you could use some UKMT resources to help your students think about unfamiliar problems, get stuck, discuss approaches, develop resilience, and improve their approach to problem solving. As part of this interactive presentation, you will receive an overview of the main UKMT resources available, suggestions of how colleagues have used them already, and directions to where ready-to-use collections of materials can be accessed.
Laura is an experienced Secondary Mathematics teacher who has been involved in preparing students for both individual and team challenges throughout her career. As a teacher at a local FE college Laura began to realise the value of past challenge material for use with all ages and abilities and she has recently presented to PGCE students at Edge Hill University where she demonstrated how UKMT resources could be used to support teaching and learning in a wide range of curriculum topics.
Sue is a teacher of Mathematics with over 15 years’ experience who has also been Head of Department for 7 years. As a UKMT volunteer she has directed National Mathematics Summer Schools (both residential and virtual), presented at Maths Circles for year 10 students, and used UKMT challenge resources to enrich the experience of students in her schools.
A practical workshop on using Excel to generate tasks. We will look at look at useful functions and formulae. I will share things I have learnt and we will have a go at creating a task. Being able to use Excel alongside the workshop would be very useful.
Bradford based Maths teacher, interested in using research and technology to make teaching more efficient.
A summary of research into Maths Anxiety; how to spot the signs, reduce the symptoms of anxiety and stop it building up in the first place. Along with lots of practical classroom strategies to help students deal with maths anxiety and build mathematical resilience
I have a degree in Psychology, a PGCE in Mathematics and 7 years experience teaching and tutoring secondary mathematics. I have always been interested in the psychology behind learning and passionate about boosting maths confidence. I currently work as a Maths Author and Educational Psychology Lead at Eedi, creating tuition materials and resources to help students deal with maths anxiety
Why Newton-Raphson? Do you get tangled in cobwebs walking up a staircase? Are Riemann sums a numerical method? How does a calculator solve equations and work out integrals? Why does Leibniz take the biscuit?
Do you want answers to these questions and ideas and resources for teaching numerical methods to A-level students?
Join the AQA Chair of Examiners for this journey through an oft-neglected part of the A-level Maths specification and appreciate why we need to get over our hang-ups about what proper maths is!
Dan Rogan is AQA's Chair of Examiners for AS and A-level Maths and Further Maths. He is a regular presenter at MathsConf, combining his 30 years' teaching experience and in-depth knowledge of the new A-level specifications to give a perspective on how to make teaching at this level as stimulating and effective as possible.
This virtual workshop is a must-see. You will be introduced to the most versatile, visual, concrete manipulative that will change the way you feel about using the CPA approach in KS1 and KS2. This session will transform the way you teach the basic number sense. You will be shocked and amazed at how this one tool can be the mess-free answer to children developing a deeper understanding of number sense. Join in on the rekenrek workshop and 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.
Why do some pupils struggle when faced with problem-solving situations? What do we mean by a “problem” and do exam questions count? Can we actually "teach" pupils to solve problems?
This session will explore what teachers should (and shouldn’t) do to help pupils succeed when solving problems. Drawing on research, we will discuss problem solving and exam “problems”, a problem solver's state of mind, domain/context specificity, the importance of knowledge, the importance of being stuck and knowing how to get unstuck, metacognitive strategies, means-end approaches, goal-free problems and getting beneath the surface and recognising deep structure.
Stuart spends most of his waking hours (and often his non-waking hours) thinking about mathematics education. Before devoting his time to the La Salle 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.
Maths mentor since 2016 supporting students in their Maths studies and all-round life skills. Website address at www.passion4maths.com. PGCE Secondary Maths qualification with twelve years’ experience, seven years in the classroom. Associate to the Advanced Maths Support Programme. Member of the Association of Teachers of Mathematics, The Mathematical Association and the Tutors’ Association.
This workshop looks at practical ways to link together mathematical topics, so that students get a feel for the connectedness of maths and don't just see it as a list of discreet procedures and rules to learn and apply. A range of tasks will be shared during the session, offering opportunities for students to behave and think like mathematicians.
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.
How can we ensure that knowledge and confidence checks are seamlessly planned into our teaching? Join Colleen Young as she demos new GCSE Maths tests from Exampro which are mapped to AQA’s two-year Scheme of Work and can be delivered in class or as homework to help track strengths and weaknesses and start great maths conversations with your students.
Colleen has a keen interest in how students learn and how technology can enhance the learning experience. She enjoys collaborating with fellow educators and has presented several sessions at various Maths conferences for teachers. She is the author of a well-known blog for Mathematics teachers, Mathematics, Learning and Technology (colleenyoung.org).
Ever felt like administering and marking assessment scripts was more hassle than it was worth? In this session, Tom Oakley (a primary maths adviser in Cambridgeshire) shares experience and ideas that suggest things don't have to be this way. Whilst this session focusses predominantly on KS2 assessment, the themes could be adapted and applied more widely. Come along, join in and consider 'Is there a way to make 'better' summative assessments?'
Twenty years ago Tom embarked on a teaching journey which began at Warwick University and led to being an adviser in Cambridgeshire - with stops in Solihull, Wandsworth and Koh Samui along the way. Tom now shares experience, research and a listening ear to colleagues in schools of all shapes and sizes... and is occasionally remembered as 'You're that maths man!' followed by, 'Are we going to play with shapes again?'
What happens when you share your thinking? Justifying every step you take? This session focuses on the power of planning, thinking and sharing the process aloud as a strategy to support decision making, methodology, problem solving and approaches to questions.
Sy has been teaching Maths for almost 17 years in the UK and abroad. She is completing an NPQSL focused on effective teacher modelling to improve students meta cognitive and self regulation. Sy works with a range of teachers in the profession.
In resourceaholic's 2017 "Maths World Cup" quadratics was picked as maths teachers' favourite topic to teach, yet in the TALIS study published last year the delivery of quadratics content in England, students were reported as rarely having to think hard, and not seeing multiple representations.
This workshop aims to look at how quadratics work can be scaffolded through an area model, and how links to other topics can be made to support understanding.
Sam Blathewick is Head of Maths at Ashby School in North West Leicestershire, one of the few remaining 14-18 schools in the region. He has been teaching maths for 12 years and has been Head of Maths for four years.
Ever attended a conference or CPD event, or been excited about something you've read, that have changed your teaching? What happened when you tried to share this with your colleagues? This session will explore a range of strategies available to support you to change the classroom practice of those you work with.
I am an experienced primary school teacher, MaST, SLE and Primary Teaching for Mastery Specialist who has taught from year 1 to year 6 in five very different primary schools, ranging from 0.5 to 8 form entry. As a former Assistant and Deputy Head, I now work both directly with schools and through my local Maths Hubs to support to schools to improve their mathematics teaching. I recently completed an MSc in Mathematics Teacher Education at the University of Oxford.
Join this highly interactive session to explore the use Play-doh, Pattern Blocks and Colored Construction Papers to help your students gain a solid foundation of fractions. You will gain these strategies in the context of the Concrete-Representational-Abstract (CRA) model.
Mangai Neelavannan, is a District Instructional Coach supporting K – 12 educators. She is an active member of the professional education community and serves on textbook adoption, curriculum mapping, and instructional frameworks. She is a contributing member for FCTM by serving as the Vice-President for Middle School Mathematics. Her passion for best practices is evidenced by all educators in the district through the support she provides in PLC's, Intentional planning, and modeling best practices in classrooms. She continuously strives to seek research-based and evidenced-based practices by networking globally with educators.
Three teachers from different parts of England. Coming together to plan a lesson on similarity. All three teachers teach that lesson at their school... How different were the experiences for each teacher and what did the teachers learn from each other? What are the benefits and pitfalls to this sort of collaborative planning? Join us in this workshop to find out.
Helen is a maths teacher in East London. She loves being in the classroom and particularly loves discussing maths with pupils and making questions, activities or resources based on those discussions.
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.
Charlotte has taught maths for almost ten years in and around North Staffordshire. She is currently deputy head of maths at a large 11-18 school and is also the branch representative for the newly formed Stoke and Staffordshire branch of the Mathematical Association.
This session will explore strategies for building Mathematicians for the Future who are on the autistic spectrum. It will aim to develop our understanding of the different needs of these students, awareness of potential challenges and strategies for these to be overcome in the classroom.
According to the National Autistic Society around 1 in every 100 of the population have autism and if around 70% of students with autism attend mainstream schools this indicates on average there may be 7 students with autism in a school of 1000 students.
We will consider some different ways in which autism is being understood, consider a number of cognitive theories of autism and how these can inform the teaching of Mathematics in our classrooms. We will consider some recurring descriptors that appear on EHCP plans for these students and what effective approaches we can use.
I have spent four years working as the main Mathematics teacher in a special school for students on the Autistic Spectrum. Generally, the students I work with could be described as ‘higher functioning’ or in the past may have been diagnosed as having ‘Asperger’s Syndrome’.
We will consider some key questions and how we can address them including:
• How aware are we of the anxiety levels of our students? • Different thinking styles – how to manage in the Maths classroom? • Our Mathematics classroom environment – how safe does it feel? • Our language – how understandable is it? • Our relationships – how are we building trust? • Differentiation in Maths lessons – how much do we need to adapt?
There will be opportunities for questions and comments through the presentation and participants will be invited to consider for themselves questions such as: What would you do to address this issue? What has worked for you?
Come along and join this reflection on how we can make more of a difference to these students in our classrooms and support them as effectively as we can to be Mathematicians for the Future.
5th year as Mathematics Lead at LVS Oxford – a school for students on the autistic spectrum
Over ten years teaching Mathematics in mainstream secondary schools, three years in a small school in West Africa
Over ten years as an engineer - using and applying mathematics in industry
Probability distributions can seem simple to explain using textbooks, but are we missing something? My belief is that students do not get enough exposure to what they are really about and how they are formed. As teachers, we then tend to move on to the notoriously difficult topic of hypothesis testing where it is easy for students to get confused. Can we make hypothesis testing easier to understand? The answer is yes and the answer is about how we teach probability distributions and how we start off with explaining the concept of hypothesis testing.
In this workshop, we will look at placement of topics within the statistics part of the A-level maths course, explore probability distributions, and look into ways in which we can make it easier for students to transition from what they know to making sense of hypothesis testing.
We will first of all look at rearranging the chapters of the statistics part of the course when compared to the textbook. We will then look into probability distributions and what we could be missing out if we were just focusing on what the textbook says. We will also look at the importance of our teaching of probability distributions and how this has an effect on our explanations of hypothesis testing. Finally, we will look at how to introduce the concept of hypothesis testing by using a court case.
Joe is an enthusiastic mathematics teacher and is passionate about finding improved ways of teaching the mathematics curriculum. Currently, Joe works as a mathematics teacher in Sutton Coldfield, but the hope is to be a leading practitioner in the field of mathematics teaching in years to come. He is interested in the use of Variation theory and Cognitive load theory within the classroom. Joe has also been building resources for the past year and a half on his website Berwickmaths.com.
Learn how to get the most out of the AQA Focus On Success CPD Packs included in your virtual goodie bag. Robin will take you through the packs in detail, explaining why the five topics are so important for success in GCSE Maths and will give you tips and ideas of how they can be used within your maths team in school.
There will be an opportunity to try out a few of the activities yourself, so join us for a CPD deep-dive on AO2 and AO3 exam questions, problem solving, ratio and quadratics.
Robin Harris is a Curriculum Manager in the Maths team at AQA. Having worked in the AQA Maths team for over 12 years he is a familiar face at MathsConf and has provided invaluable support to countless teachers during this time and worked on the development of many specifications including the current GCSE.
"Today we're going on a mathematical excursion!" - increasingly I'm enjoying these moments outside the scheme of work to go on a journey, tell a story, and show the bigger picture in maths. I will go through my most recent example, which I did with a lower sixth further maths class. We will show that the infinite sum of reciprocal squares equals pi^2/6. However, it's not really about the result, but the rich learning opportunities for pupils along the way. This particular example could no doubt be adjusted to appeal to any secondary school class.
Nikki is a heavy metal roadie turned maths teacher. He taught for 3 years in London before relocating to York where he has been teaching age 13-18 the past 6 years. He is the creator of the "(can't get no) Mathisfaction" online events, and since April, has also been designing content for "Raid the Room".
During this session I will share experiences of how we have supported students revision, from the work we do with students helping them to understand a little of the cognitive science about memory to strategies that can be used by teachers and students. I will also explore the difference between students revising knowledge and developing the choices they make when they come across a mixture of questions all at once, looking at strategies that can better prepare our students for the problem solving application of their mathematical knowledge.
Nikki is in her 13th year of teaching maths and over the last few years has had responsibilities of being 2nd in department and teaching and learning across the curriculum. From September she will be KS3 co-ordination.
In education, there is always a strive for new methods of delivery, that promotes independent learning and creates a satisfactory learning experience. Such a proposed method is gamification. The definition of “gamification” is “the use of video game elements in non-gaming systems to improve user experience and user engagement” and it needs to be separated from the educational games, the so called serious games. Gamification is a conscious effort to make the learning experience more appealing. Some research shows that gamification can bring forth all the excitement we feel while we play video games, and tries to embed them in different situations in order to increase students motivation and engagement. In this workshop we will try to explore some main themes around gamification, where gamification overlaps with mastery and potential benefits of gamification to tackle maths anxiety.
Dimitris teaches GCSE maths and Level 3 Maths in Context (Core maths) at Leeds City College, in the Engineering department. As a google educator, he really appreciates technology and how it can be utilised in a classroom and he is also a gamer. He has a maths Degree and a MA in education. Passionate about education in general and teaching maths specifically. He strives to make maths more accessible and enjoyable in an FE environment. Eager to learn and also to share good practices based on a diverse experience spanning between two countries and more than a decade.
OCR's Level 3 FSMQ: Additional Mathematics (https://ocr.org.uk/fsmq) is most often taught to higher ability Y11 students, alongside their GCSE (9-1) Maths studies. It is an enrichment qualification, enabling students to delve deeper and gain further familiarity with GCSE content, as well as also introducing some new topics. As well as being a qualification in its own right, studying for the qualification will help increase students’ confidence with the GCSE (9-1) Maths content and also help prepare them for further studies in either mathematics or other subjects that include an element of maths.
In this session we will introduce the Level 3 FSMQ: Additional Mathematics qualification and how it can be delivered alongside GCSE, to strengthen, broaden and encourage students’ mathematical ability.
Neil Ogden is a Subject Advisor in OCR’s Maths Team. He joined OCR in 2012, led the development of the current OCR GCSE (9-1) Mathematics qualification in 2013-2014 and has contributed to a number of qualification developments since. In addition to qualification development, his time is currently spent supporting teachers with the full range of OCR maths qualifications from Entry Level to A Level, including running training & developing resources available from https://ocr.org.uk/maths, with a focus on GCSE (9-1) Maths.
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 night full a mathematical activities!
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.
This year's theme is Manipulatives!
Be sure to check out your colleagues' handywork on Twitter at #MC26Cake. And, of course, remember to tweet a picture of your own cake before you finish it all! We know how delicious they are!
#MathsConf26 will be our fourth virtual conference, following the success of #MathsConf25! 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... ”
“ 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. ”