In this workshop we’ll look at how I've developed the use of worked examples in my teaching based on the research in Michael Pershan's book Teaching Math With Examples. We’ll see examples from my classroom, especially self- explanation prompts and how to improve these to get the most from students.

This workshop will discuss research from my MA Ed dissertation looking at the current knowledge of teachers and TA’s within a primary school. The dissertation research found that more awareness and training is needed in this area. Therefore, the session will also outline my current CPD work to raise awareness of dyscalculia including what dyscalculia is, how it can be identified along with strategies to support learners with dyscalculia and mathematical difficulties. This session is for anyone who wishes to learn more about dyscalculia and how to support these learners effectively.

Following on from the recent release of Web Autograph at #MathsConf26 Rob Smith will run through some of the features and functionality of Web Autograph. Web Autograph is available to maths teachers and students across the globe, at all levels of teaching. This online session will introduce Web Autograph materials for Beginners and Intermediate users.

This session is an A-Z of pedagogical content knowledge. Rob will run through various topics for which Autograph can be particularly effective.
There will be some obvious areas of the mathematics curriculum that can be taught using Autograph and some not so obvious examples, including how to teach Area, Bearings, Circles ...and that’s just the ABC

This session will showcase a range of tasks to demonstrate how Dienes blocks and algebra tiles can be used to explain various key mathematics concepts ranging from arithmetic,area and perimeter, solving equations and algebraic proof.

Being more efficient with time and activities can have an amazing impact on the knowledge and understanding your students gain.

This session will look at the doing and practising parts of the Teach, Do, Practise, Behave model for phasing learning episodes, looking at practical solutions to being more impactful and efficient through our choice of activities.

If you're wondering how you can keep up with the scheme of learning, or why students forgot how to do what you taught them last week, this session is for you.

In this practical session, we will consider the impact of the recent lockdowns on children who are going into Y3. Their mathematical development has not been helped in the past two years, through no fault of their own, or of their schools.

Years 1 and 2 are the year groups with the most crucial new mathematical ideas, and yet without them, the Key stage 2 curriculum is simply inaccessible.

I've been looking closely at the curriculum, and will share some top strategies and my five-week programme for ensuring that Y3 are able to succeed mathematically in the coming year.

In this workshop you will learn, from first hand classroom experience, how gifs have transformed modelling for my students. Covering the digital divide and the need of effective modelling when extending learning outside the classroom this workshop shares how gifs became a key player in my practice. You will leave having made your own maths instructional gifs too!

Martini maths - any time any place, anywhere! Creating interactive worksheets for use on any device that supports Excel installation - phone, tablet or even computer. This practical session will demonstrate how to use my templates to create your own interactive activities for your learners. No previous experience required.

Often when students in A level and GCSE are shown a data set, their first question is what to do with it. What is the right answer? There seems to be no playfulness associated with the data and the students are too scared to take a risk. Using multiple investigations and data analysis techniques, mainly focusing on using the AQA Large Data Set (LDS), the workshop focuses on the possibilities of how it can be embedded into both GCSE questions and A level questions to make it both accessible and familiar to the students. At A level even more flexibility is applicable and a version of gamification can be used. An option is to make the students Company Representatives for a particular car brand and then they can write a proposal where they must answer particular questions about their brand. Trying to promote their brand where possible. We will first look at the general overview of the big data set and then how it can be broken down in to manageable useable pieces for the classroom.

Prime Factor Tiles are an excellent manipulative to see the associative and cumulative properties of numbers. Their manipulability allows for multiplicative relationships to be drawn out visually.
In this workshop we'll look at some ways Prime Factor Tiles can build representations that help see relationships between numbers by considering factoring.

When teaching probability it’s hard to avoid cognitive overload. It features new notation, new vocabulary, unfamiliar contexts, multiple representations, multiple concepts, deep thinking and complex ideas, all rolled into one. In this session we’ll take a look at the probability curriculum at Key Stage 3 and 4. We’ll think about challenges, explanations and resources. We’ll consider ways that we can avoid overload, to give all students the opportunity to develop a deep understanding of this rich topic.

From the beginnings of reasoning mathematically at KS3 to the fluency with notation and language required at A Level students must follow lines of enquiry, conjecture relationships and generalisations and develop arguments, justification and proofs.

This session examines how we can help our students from KS3 to KS5 develop confidence in writing succinct arguments and proofs using accurate language and notation. The session will include a look at a selection of resources asking why and how we can use each resource to help develop such skills.

At Mathsconf 25, I spoke about teaching for understanding at A level. In this talk, I would like to apply these ideas to teaching integration.

Under the old A level specification, specific skills were examined in different units and it was possible to teach integration as a discrete set of skills. The new specification has given us the opportunity to teach integration in a much more pervasive way, particularly its links to mechanics. In this talk, I will share strategies, examples and resources to develop a deeper understanding of integration in our students.

The talk will conclude with a suggested method of introducing integration by substitution, aimed at developing conceptual understanding.

Classroom-based research suggests approaches such as spacing, interleaving, and retrieval practice can positively impact the learning of Mathematics. Indeed, successful teachers have been implementing these approaches for years. However, if misapplied, we risk a negative impact. This session will give an overview of these approaches and the science behind them, plus offer a range of practical suggestions on how to implement them effectively in the classroom.