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 proposal
Following on from recent MathsConf Web Autograph sessions, Rob Smith and Doug Butler will run through some of the additional 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 will focus on "Making things move" and look at the discussions that can be had in the classroom when diagrams are dynamic. Rob and Doug will run through various topics throughout the Maths curriculum but if there is something you want to see in Autograph just let us know @AutographMaths
There will be some obvious areas of the mathematics curriculum that can be taught using Autograph and some not so obvious examples, Rob and Doug look forward to seeing you there.
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.
Taught secondary mathematics; one-time director of MEI; co-author of Autograph 5
In 1982, Mathematics Counts - Report of the Committee of Inquiry into the Teaching of Mathematics in Schools under the Chairmanship of Dr W H Cockcroft was published.
It was a wide ranging account to consider the teaching of mathematics in primary and secondary schools.
It begins by looking back at past criticisms of the profession and questions why we teach mathematics. The report looks at teaching in primary and secondary including the use of calculators and computers and ponders the ways forward.
By asking similar questions, the interactive session will ask:
Have things changed?
Have we moved forward?
What can we still learn from the report (and our subsequent experience) in 2021?
Therefore, what timeless practical steps can we implement now to improve learning in mathematics and that can be discussed at MathsConfX in 2062.
Andy began teaching when the Cockroft report was still ringing in teacher's ears and the BBC B microcomputer was the state of the art computing device, disks (for memory storage) were floppy and Christmas was spent reading the latest casio fx 8 manual.
Having taught in a variety of schools in the UK and aboard, Andy is now an Adviser on the beautiful island of Jersey sharing best practice across both the primary and secondary sectors.
Encourage young mathematicians to collaborate with others using google slides. Google slides is an interactive tool that can be used to strengthen math skills, develop new skills, and enhance critical math thinkings through collaboration. Find ways to utilize ready made templates and create new templates for primary students to share grow into great mathematicians who take ownership of their learning.
Alexis Richardson has been in education for 13 years. Twelve of those years were spent as a 5th grade teacher. She taught 5th grade math and science for the majority of the time. She started her teaching career with Rowan Salisbury Schools and currently has a principal internship in Cabarrus County Schools. She has presented at the Rowan Salisbury Back to School conference for a numbers of years.
I once wrote a resource (a Digitiser) that went down far better than expected with my students. It involved writing down a true mathematical statement featuring numbers, and then rubbing out the digits 1 to 6 once each. The task then became to put the six digits back in truthfully. I decided to write more of these, in the first instance for A Level Maths, although the idea can be used at any level. I found that they are fun to do, but possibly even more fun to write. The Digitisers I have written so far will be freely available at the session.
I've been a maths teacher for over thirty years, teaching currently at Frome College in Somerset. I've written lots of resources for A Level Maths that are freely available on my websites (eg at www.risps.co.uk). I was the originator of the maths competition Ritangle, and I've helped to author this for the last six years.
Did you know some of the most famous unsolved mathematics problems involve concepts that students as young as seven can understand? And with a well planned lesson, you can actually have students practice fluency, start to learn proof, and be inspired by stories of great mathematicians of the past and present. I've run enrichment programs in schools in the UK and internationally and have learnt what works (and what doesn't!) and would love to share with you my resources and ideas, whilst talking about pancakes, Minecraft and much more.
After training and working as a secondary mathematics teacher in the North West of England, Dominic moved into teaching primary, with a focus on mathematics, particularly working with those beyond a mastery level. After moving to Hong Kong, Dominic worked as a technology specialist and coach, but maintained his work in primary mathematics, setting up a national mathematics competition and creating and delivering a new acceleration/ enrichment curriculum. Now in Tokyo, Dominic continues to work in international schools helping set up and teaching enrichment programmes.
Be it examples that we use to teach a new idea to pupils, examples we do with pupils or examples we expect pupils to practise for themselves, the approach we take (and the decisions we make) can have a significant impact on learning. In this session, you will learn how to get the most from the examples we weave through the various phases of learning. We will explore how to capitalise on the worked-example and self-explanation effects, and how to optimise the cognitive load faced by pupils. By the end of this session, you'll know how to incorporate powerful, research-backed techniques such as example-problem pairs, backwards fading and self-explanation prompting into your practice.
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.
This workshop will explore different representations for multiplying and dividing fractions from paper folding to bar models. The aim is to consider how these representations help students to understand the more formal processes. Strategies enabling students to get a sense of the size of a fraction multiplication or division will also be shared. The workshop will highlight possible misconceptions and approaches for addressing these. Finally, there will be a brief focus on introducing algebraic fractions.
One of our Maths Specialists, Matthew Ainscough will be running the workshop, I’ve attached his headshot here.
Matt teaches Mathematics across Key Stages 3, 4 and 5 and works as a Maths Specialist with White Rose Maths. Matt brings energy and enthusiasm in all aspects of his role in education. He is a keen advocate in the role that manipulatives and representations have on improving children's mathematical understanding.
During the 2020 - 2021 academic year, I was in a very fortunate position where I had two different Year 8 classes. However, when the topic of bearings came up, it left me with a problem. One class understood the topic with a few minor errors here and there. Whereas the other class found the topic difficult to understand. Then there I was with a new problem, how do I unpick bearings to help pupils gain a sense of understanding?
I started to reflect, I scrolled through various websites, flicked through books and swiped through EduTwitter. Sadly, I found very little that helped with what I had in mind. (I may not have been looking hard enough). So I began by breaking down the topic and analysing the different elements of teaching bearings, and there I found my breakthrough in the chosen language in which we communicate bearings.
In this workshop we will look at a specific way of teaching bearings using an atomised approach to help pupils gain confidence and understanding in this topic.
I graduated from the University of Chichester in 2017 with a BSc in Mathematics and Mathematical Learning. These were my first steps into the world of Maths Education and ever since then I have been interested in the Teaching and Learning of the subject in schools. I am currently the head of Lower and Middle School Mathematics at The John Wallis Academy in Ashford, Kent.
How to engage learners and develop their mathematical curiosity…
A recent Shine Award recipient, Julia has a wealth of experience as a maths teacher trainer and Author. She also sits on the AQA Expert Panel and is the creator of 5Rsonline and its resit curriculum.
In this session we'll look at the importance of a coherent curriculum and look at address the problems this causes if you don't have one.
How can our lessons be better, even if we're hamstrung by our department's scheme of learning?
How can we promote deeper thinking and connections between ideas?
How can we encourage better problem solving?
How can we develop cultural capital?
How can we develop a better learning experience for our pupils?
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.
Understanding how to work in multiple bases develops deep conceptual understanding of fundamental ideas in mathematics. Also building flexibility and generalising skills. A previous workshop introduced multi-base and place value while this one will cover addition, subtraction, multiplication and division in various bases. Eventually in the unknown base-x.
Exploding dots will be used as a representation to explore some of the well known and loved arithmetic algorithms. No previous experience of working in multi-base is necessary as it will be introduced at the start.
Atul is a full time online mathematics and science tutor with students all round the world. He has tutored for 16 years, 10 of those remotely. He teaches nearly all school-level mathematics from skip counting to further A-Level maths. With an unwavering belief that everyone can learn mathematics well, his passion is in helping low attaining pupils and adult learners.
He came into teaching after previous careers in aerospace, software development and finance. He is also interested in education technology, blogging and hosts #MathsChatLive, a TV like live stream panel of mathematics CPD. In his spare time he performs as a singer and takes singing, dance and Pilates classes.
I recently asked a Year 8 child to add 6+12. It took her a while. She explained to me that she 'put 12 in her head' and counted on 6 more on her fingers. The recent curriculum focus on formal calculation methods in primary is not a bad thing per se. but it may well have led to insufficient emphasis on mental calculation strategies.
All too often, it simply doesn't occur to students such as the Y8 girl that they can use what they already know (6+2=8) to find the answer, and hence get to the right answer in less time and with less effort.
In this workshop we will look at resources aimed at redressing this balance, so that ALL our children can become confident, fluent calculators.
Born at an early age, Andrew briefly held a world record as the youngest person on Earth. A trained secondary teacher, Andrew chose instead to spend his career trying to help primary children and teachers learn and love mathematics.
At school, Andrew was in trouble regularly, due to undiagnosed learning difficulties, but he found refuge in the logic, beauty and predictability of mathematics, and has a real desire to help children who struggle. He currently enjoys teaching in a primary school in a deprived area of Sussex, and volunteers for Maths Week England, the largest Maths Festival in the World.
The rising success and popularity of Direct Instruction can only be appreciated by understanding the journey of two social justice warriors. The approach was co-developed by Siegfried Engelmann and Douglas Canine, and they fought to provide a cohesive curriculum to the most disadvantaged children they worked with.
This session will go through the history of Direct Instruction’s development, its field testing, the challenges faced by Engelmann and Carnine and the moments of success.
Naveen Rizvi is the National Lead of Mathematics to the Astrea Academy multi academy trust. She has previously worked at United Learning as the Mathematics Curriculum Advisor and taught at Great Yarmouth Charter Academy and Michaela Community School.
Head of Curriculum, Andrew Taylor, shares reflections on the November 2021 series including feedback on what students did well and where they may have struggled. He’ll also talk you through improvements to our GCSE Maths Foundation papers coming up in 2022.
You’ll have the opportunity to submit questions and ask him anything during a Q&A at the end of the session.
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.
Everyone likes a good acronym - they can help us remember the arbitrary and the complex - but what if a ubiquitous acronym actually makes learning more difficult? In this workshop I aim to convince you that BIDMAS does more damage than good and hope to banish it to the bin of bad ideas, replacing it with interesting mathematics.
Jemma has been teaching maths since 2004, has been an AST, head of maths and now develops curriculum and coaches teachers across the Ormiston Academies Trust. She has written books for teachers and pupils and sits on the council of the Mathematical Association.
The circle and the quadratic. Sounds simple enough, but where can it lead? what can it teach? Join me on an adventure as we look at and discuss a range of questions involving the circle and the quadratic. Prepare yourself to be surprised when we end up in all sorts of areas of mathematics you would never expect from such a starting point!
Nikki is a heavy metal roadie turned maths teacher. He has been teaching secondary school mathematics for nearly 10 years. He is the creator of the "(can't get no) Mathisfaction" online events.
In this workshop we'll take a magnifying glass to current pedagogical practices in mathematics education. The aim will be to develop a greater degree of nuance in our understanding of what might work well and under what circumstances. It's possible that more questions will be posed than answers given.
Dan Pearcy has been a teacher, a head of department and a Senior Leader across six different schools in three different Countries. He is currently teaching, alongside being Head of Year, at the International School of Lausanne in Switzerland.
He has an MA in Education from Durham University, where he helps train iPGCE students. He is also incredibly passionate about mathematics having recently published a book on Mathematical Beauty.
Using the work of Doug Lemov I will talk about which Teach Like a Champion strategies are really beneficial to all students in the mathematics classroom. There is no prior knowledge of the techniques needed. The session will include explanations and videos of myself using the strategies in the classroom and what benefits I feel they have had. A range of techniques will be covered that enhance focus, engagement, behaviour for learning, oracy and more.
Secondary maths teacher in a inner city school in Manchester. Worked in a variety of leadership roles previously but taken a step back and currently enjoying teaching being my main focus.
Primary school teachers will explore Tinkercad functions and build a mathematical model of a 3D neighbourhood using mathematical content from key stages 1 and 2 of the English National Curriculum. Each primary school teacher will be given a task to help complete the construction of the 3D neighbourhood. Within the activity, primary school teachers will explore mathematical content such as identifying and understanding 3D-shape, reflection and transformation. At the end of the activity, as a group we will discuss views on using Tinkercad as an educational tool in the primary classroom and explore how primary school students can engage most fruitfully with this activity.
Matthew Meangru has taught mathematics at the High School, Community College and University levels in New York City. He is currently a Third year Post Graduate Researcher at the University of East Anglia. His research focus includes Mathematics Teacher Education, Mathematical Affect, 3D modelling, and 3D printing. He is interested in how pupils at the primary level can engage in mathematical topics in a fun and meaningful way.
Even though Oftsed has urged schools not to do their own curriculum deep dives, this trend appears to have swept through secondary schools over the past year. Many maths departments have undergone intense inspections from consultants, resulting in feedback of varying quality. Often this feedback is valued by Heads of Maths, and results in the implementation of changes which have a positive impact on students’ learning. But sometimes this feedback is less helpful, resulting in workload-heavy knee-jerk reactions which may do more harm than good. In this talk I will examine some trends in the feedback maths departments have received in recent deep dives. I will offer some ideas for solutions to the areas for development that have been highlighted. And I will give my personal view on what Heads of Maths should be focusing on in 2022.
Jo is a maths teacher and Assistant Principal at Harris Academy Sutton. She writes the website resourceaholic.com where she shares teaching ideas and resources for secondary mathematics. Jo is the author of A Compendium of Mathematical Methods.
In this session we will look at three ideas which can be used consistently throughout a curriculum. These are:
• Area models
• Prime Factorisation
• Ratio tables
The session will introduce each of these in their most basic of forms, and then highlight where and how this idea is revisited time and time again as a pupil progresses through their mathematical journey.
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.
Number routines foster student voice as they discover the math all around them. I love that number routines are responsive to the students' understanding and encourage personal strategies and sense-making. Using daily number routines helps build a mathematical community where students feel safe and are willing to take risks to talk all about big concepts in mathematics.
If you want to explore some quick number routines and discover how they connect to the big ideas in mathematics, join me in an interactive session to explore some number routines such as: 3 Act Tasks, Number Talks, WODB, Choral Counting, Same and Different, Quick Images, Estimation Routines...and the list goes on and on. You’ll leave with lots of number routines to start exploring in your classroom on Monday morning!
Vikki has been teaching in Canadian elementary schools for 17 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.
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.
I have been teaching A level Maths for 12 years and Further Maths for the last 7. I have previously worked as a Key Stage 5 Coordinator.
I am interested in A Level pedagogy and teaching for understanding. In the last two years, I have got really into task design and I share resources on my website. I also have a YouTube channel called “Maths in an empty classroom”.
The AMSI Schools team has delivered over 7000 hours of professional learning with 3000 teachers around Australia during the CHOOSEMATHS program between 2015 and 2020. This session will unpack the four principles that we have used to drive the program and build teacher’s capacity in mathematics.
1. Data is an essential element required to identify the key focus of professional learning and teacher support.
2. There must be a planned and explicit school focus on mathematics professional learning in schools.
3. The availability of skilled mathematics teaching leaders at the school level, who have the time and the skills to coach and support colleagues, is critical to sustaining any improvement in maths teaching and learning.
4. The opportunity for practicing teachers to embed what they have learned in the classroom is essential. Teacher professional learning must also be experiential to be effective.
Leanne started at AMSI in January 2016, as part of the CHOOSEMATHS team and has travelled Australia (with an emphasis on the Mackay region in Central Queensland), sharing her love of Mathematics education with teachers and students. As a part of her Master of Education in Evidence-based teaching, she has developed a real passion for the use of data to inform teaching and has developed tools to assist teachers in analysing standardised test data.
Over her 25-year teaching career, Leanne worked at Independent, Government and Catholic schools, teaching both primary and secondary Maths, Science and Biology. The last 10 years have seen her working with teachers and educators across Australia to bring these subjects to life from pre-school to adult.
Leanne is the voice of the MathsTalk Podcast, which was started by the team in 2019. It is the only Australian podcast that is dedicated to Mathematics teaching, and we really want to hear the voice of Mathematics educators. She would LOVE to hear from you about possible topics, guests or any other suggestions to make it bigger and better. Listen to any or all of the episodes on Apple Podcasts or Spotify (or wherever you get your podcasts) and drop her a line.
It's a MathsConf tradition for delegates arriving on Friday to meet up at a local bar. As MathsConfMini is on a Friday, we thought why not run this as a post-conf meet up instead!
Join us on Friday night from 10pm via webinar for as little or as long as you like, for a Quiz, Bingo, Puzzles, and more!
As with all of our conferences, we want to take advantage of this incredible opportunity to contribute to worthy cause! 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!
In the virtual bag you will find a collection of mathematical questions that you need to solve, with each question labelled with a greek letter. Solve the questions, and using our cipher, convert the greek letters to give you a mathematical word. If you get the correct word, you will be entered into a prize draw and be in with a the chance of winning an Amazon Fire Tablet.
#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. ”