AQA's Chair of Examiners for A-level Maths, Dan Rogan, will give you practical classroom tips for how to boost your students' confidence for this summer's exams. Focusing on two key areas identified by examiners, Dan will be looking at how students should be making the best use of their calculators and how they can clinch the marks in "Show..." and "Prove..." questions by presenting convincing mathematical arguments. Come prepared with your calculator and get ready for summer!

In this session we'll look at the use of faded worked examples and the impact that this can have on developing understanding in the classroom.
Bring a device, or paper and a pen, because we'll be working on creating some backward faded resources!

What does highly-effective teaching of mathematics look like to you? In this session, I will offer an overview of what I believe constitutes effective teaching of mathematics. I will explain the various phases of effective teaching and how they are connected. We will look at the following: Preparing, Teaching, Assessing, Building Understanding, Language, Explanations, Phasing Learning, Pupil Practice and Being Mathematical. We will examine what some of these look like through the lens of different mathematical ideas. This session will include something for everyone - regardless of experience - and is especially suitable for anyone who enjoys thinking deeply about teaching mathematics.

A powerful, efficient, flexible and perhaps under-used tool in a maths teacher's arsenal is the Structured Variation Grid. This session will look at different ways in which we can use Structured Variation Grids across ages ranges as we attempt to help pupils see the deeper connections running through mathematics.
It is said that “the central idea of teaching with variation is to highlight the essential features of the concepts through varying the non-essential features” (Gu, Huang & Marton, 2004). Jam-packed with brand new and unseen resources, this session will convince you that the SVG is an indispensable tool to bring Variation Theory to life in the classroom.

This Web Autograph session is a chance to get into a computer room and try some of the features of Web Autograph for yourself. It will look at some of the pedagogy, maths curriculum and run through some additional topics for which Web Autograph can be particularly effective. The session will show you how easy it is to "Make the Maths move" and look at the discussions that can be had in the classroom when diagrams are dynamic. Additionally, this workshop and get a broad overview of the features and functionality of Web Autograph as well as some great examples of how to use it in your classroom. Autograph is designed with the teaching of mathematics at its heart, and as such the workshop will focus on not just how to visualise the mathematics, but also how to structure the visualisations to maximise learning. Keep an eye on completemaths.com/autograph, and the Autograph twitter feed (@AutographMaths) for more details.

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.

Whether you're an Early Years practitioner, primary teacher, secondary maths teacher, teaching maths in a special school, or even parent/carer of children under 5; this session is for you to learn more about the teaching and learning of early mathematics. Children's early knowledge of maths strongly predicts their later success in mathematics, but also predicts later reading achievement so it's important we recognise how best to support children's development in Early Years and nurture their mathematical curiosity.

Interweaving is a powerful tool that brings together different skills and ideas from across mathematics.

Whether with Year 7s transitioning to Secondary, or Year 11s revising for exams, interweaving has helped my pupils appreciate maths as a subject full of connections and structures, gaining vital fluency and recall while applying ideas in new contexts and situations.

In this interactive workshop, we will explore how to create and use effective interwoven tasks that build off the five key benefits of interweaving:
1 – Connections, 2 – Retrieval, 3 – Depth, 4 – Challenge, 5 – Purpose.

Over the last few years a great deal of thought has gone into how we sequence content at KS3 and KS4, how we scaffold content at KS3 and KS4 and how we interleave content at KS3 and KS4. How much thought has gone into this at A-level? Are we still teaching a linear qualification in modular parts?

What decisions are there to make in how the A-level is delivered? Do these tensions affect other subjects? Do these tensions affect all sectors?

This workshop aims to look at the decisions that can be made when delivering A-level maths, and give the opportunity for interrogating our curriculum at Key Stage 5.

A comprehensive collection of resources to inspire: =============================================== AUTOGRAPH: installers, short videos
LISTS: primes, powers of 2, Pythagorean triples
WORLD IMAGES: Polygons, Parabolas, Circular
DATA: excel, info, excel tutorials; exam boards
LINKS, busy teachers, regular bloggers, overseas
ENTERTAINMENT: games, art, videos, history =============================================== www.tsm-resources.com

Working memory can be a block preventing progress in maths across all abilities. Often working memory has been associated with students in lower attainment groups whereas techniques can impact and improve progress across all mathematical abilities. I have been working with students across key stage 3 and 4 using steps to success. This is allowing students to remove the mathematical processes from their working memory and focusing on being able to recall the how’s and whys. During this sessions I will focus on what has worked and not worked with my classes.

This interactive workshop on developing mathematical oracy will explore the importance of talk in exposing structure and deepening understanding and supporting the implementation of a coherent curriculum.

While the new Web-Autograph is still under development, this session will explore which topics are good to go in Web-Autograph and which still require the desktop PC version (Autograph 5).

Generally, Web-Autograph is equipped with a full range of geometry and plotting tools, and we will cover a few of those.

Desktop Autograph assigns attributes to all objects, and this can lead to a wide range of exploratory activities. Other topics only in Autograph 5 for now include all statistics and 3D facilities, differential equations and complex numbers.

Attend this session to help you plan your Autograph use efficiently.

"We remember everything easily. It's just recalling it which is tricky!" How does Cognitive Science help us to train our students to be better at recalling prior learning? How can we form retrieval habits for them which will strengthen their working memory and reduce cognitive overload?
In this workshop we look at the easy win of 'Four Quadrant Retrieval Practice' and get a chance to share memory techniques of our own.

Mathematics is a subject of concepts. To make sense of these concepts is to learn mathematics. To make sense of these concepts means to understand:

(a) The structure of each concept - what it is, what it isn't, representations of the concept.
(b) The procedures/processes arising within each concept - what they are/do, why they work.
(c) How concepts interact.

This session will look at a couple of concepts in maths and explore these three aspects of understanding.

Now that schools have the advance information, many teachers, head of departments and even students are thinking about “Now what happens?” .This session will look at this information in more detail and will examine some of the potential pitfalls of taking the information at face value and offer some ideas and suggestions as to how the information could be used to best prepare students for the upcoming GCSE exams.

Mel has previously worked at a school that was awarded the accolade of “most improved school in England” and then moved to another that went onto win “TES Maths Team of the year” and currently works in a school that is on a school improvement out of Special Measures having come out of the category in under twelve months.

In this session we'll be exploring how you can support your students to work efficiently with the Casio FX-991EX Classwiz calculator, how it can be used to support learning and it's abilities to check answers. We'll be covering functions from KS3 up to A-Level Further Maths. We can guarantee there will be something in this session that you didn't know about before.

An account of the extraordinary life of Robert Recorde, possibly the world's first modern mathematics teacher. We will look at some of Recorde's books, where he introduces a way to count without language, an alternative way to multiply, and most famously the symbol for the equal sign. This Hollywood-grade story also features a grisly ending, and plenty of food for pedagogical thought.

Following on from the MATHS (Making A-Level Transition Happen Smoothly) workshop last year, we will be looking through topics on GCSE and A Level Maths and discover the similarities (and differences). Can we identify whether the questions are of GCSE difficulty and which are A Level? How can we promote A Level Maths (and Further Maths) to our Year 11s (and year groups further down)? This workshop is suitable for those who are aspiring to or currently teaching A Level Maths.

Proportional reasoning underpins a huge amount of the mathematics curriculum in KS3 & KS4. If students can grasp this idea, we can harness it across their time in Secondary to ensure they see these multiplicative structures across mathematics. We can teach them that there's no need to remember lots of different formulae, instead we can harness the power of multiplication and division to solve complex problems. In this session I will explore the use of ratio tables, from traditional ratio and proportion questions, through to their use in statistics and all the way to trigonometry.

Julia Smith will look into engaging students and motivating them to action – building good maths habits and routines. Starting by exploring knowledge and skills gaps and the strategies to plug them whilst also looking at building the foundations of good GCSE maths ability. Understanding the nine basics of maths and filling your maths teaching toolbox with a range of alternative maths methods. This will be supported by a new TikTok channel created by Julia.

What does it mean to be mathematically literate? How, and why, should we encourage this behaviour in our students? At Durrington we have been working on disciplinary literacy across the school - this presentation explores how it works in the context of maths. We will explore four central, but overlapping, themes of mathematical vocabulary and language, comprehension and understanding, talking mathematically and writing mathematically. We will touch upon etymology, polysemous words, stem sentences and the importance of the correct use of language. We will then look at how we encourage our students to communicate mathematically and how at Durrington we have begun to place much more emphasis on this aspect of our teaching.

A dynamic representation is a visual representation of a mathematical object that changes. In this workshop we will explore a range of online dynamic representations that make variables vary. These include dynamic algebra tiles, Cuisenaire rods and Base Blocks. Also included are dynamic multiple representations eg area model, number line and bar dynamic models to represent fractions, decimals and percentages. All of the models are on this new website https://www.enigmadynamicrepresentations.com/dynamic-representations/dynamic-resources

Maths teachers aspire to go through the gears from fluency to reasoning to problem-solving in lessons with pace & purpose. Versatile interactive content empowers us to spontaneously pose more "What if" type questions to pupils or develop open ended investigations. This session provides dynamic models you can use in class as initial entry points through to problem-solving & generalising tasks. We'll explore topics as diverse as equations, circle theorems, vectors & experimental probability. These free materials (Excel spreadsheets & PDFs) are intuitive to use & will have significant impact on your lesson design & teaching practice. They'll also enthuse & fascinate your pupils enriching their learning & deepening their understanding. If you love doing maths & teaching maths, you’ll love this workshop.

Teachers and school leaders may have heard about the potential benefits of manipulatives/concrete resources in the mathematics classroom. Some may even have delved into the accompanying research. Most, however, will still have some questions. What do we mean by concrete? What strategies do we have at our disposal? How can I get value for money in an age of austere school budgets? In this session, Kieran will try to answer each of these questions and more. Providing attendees with principles on which to build an evidence informed approach to the utilisation of manipulatives in the mathematics classroom.

In this workshop we look at the process and benefits of setting up a pedagogical book club, where the sessions connect directly with a diverse range of authors from primary, secondary and higher settings. Appreciating the importance of pedagogical practice being evidence informed, we look at the intent, the possible implementation of a book club and the impact it may have on the quality of teaching in the classroom. Considering the 'ten things we have learnt', the workshop is designed to support leaders and professionals who may wish to set up a book club as well as looking at specific mathematical and pedagogical takeaways from the conversations that we have had with authors and other professionals.

This workshop will explore literacy strategies that can be used in the Maths classroom to improve outcomes. We will discuss tiered vocabulary, reading comprehension, etymology and more.