Various techniques are used to converse with pupils in the class, allowing pupils to express their ideas coherently, as teachers gain automatic feedback. We all know the benefits of high quality-talk as it builds connections between math and language . But what actually constitutes as high quality talk? Secondary classrooms are different to primary, and teaching can at times feel repetitive. Today, I want to delve into what high-quality talk is and the simple ways it can be incorporated into the classroom. What's the difference between high-quality talk and talk that isn't? How can teachers drift away from superficial conversations that may meet the demands of the curriculum but don't fully benefit the pupils?

In this session, author of a well-known blog for Mathematics teachers, Colleen Young, will delve into the features of good explanations to help students’ understanding. Exploring a variety of free GCSE resources including exam questions, we’ll look at how they can be used in the classroom to get students thinking further and provide practice to secure fluency, accuracy and understanding.

Using Oracy in the secondary Maths classroom to encourage collaboration, problem solving and higher level thinking skills.

Maths, at school level, can often be thought of as a rigid and closed subject. Great mathematical thinking, however, can come from thinking outside of the box for solutions, or through pushing boundaries. In this workshop we will explore how contrary to the popular belief, maths can be a great medium for working on creativity. How can we prepare students for this type of thinking? What does this look like in the classroom? And if we’ve got loads of kids being creative with their maths – how do we provide them with feedback on their creativity?

Would you like to plan better lessons in less time?
We all remember a time when planning a lesson took as long, or even longer, than delivering the lesson itself. As we develop as a teacher, we naturally speed up, we’d never survive a five period day otherwise!
In this workshop, I’ll share with you my tips for reducing planning time whilst still delivering high-quality lessons. I’ll share plenty of resources, but more importantly, how I maximise their impact in the classroom. Whilst it’s true that some tasks are better than others, it’s how they are used that makes the real difference. As John Mason once said: “There are no rich tasks, only tasks used richly”.

This session will demonstrate how one single representation can be used to bring coherence to your pupils' experience of school mathematics. From developing an early understanding of single-digit multiplication, all the way through to polynomial division, there is one representation that connects multiplication & division, area, squares & square roots, algebraic expansion & factorising. What's more, it bridges seamlessly to our formal abstract methods. Moving to this representation changed my teaching and improved outcomes for my pupils. If you want to see how to get 100% of your class factorising a non-monic trinomial correctly 100% of the time - this session is for you!

Learning how to motivate secondary school pupils to learn Maths is a hurdle for any ECT. Putting the mathematics into a 'real world' context may be one way to illustrate its relevance, but are there other practical strategies that we can use?

Research with a small sample of Early Career Teachers shows what strategies they are now using to respond to this question, and how their approach has changed across their first year of teaching. skills.

This session will aim to outline what anxiety in Maths entails and some strategies to support students in overcoming it. The workshop will be highly engaging and interactive.

How many of our students truly enjoy math class? Is math class only enjoyable for students who perform well on it? Are you sure? In this session, we will explore some ideas in how to facilitate #MathPlay in the classroom creating a more enjoyable math experience for all our learners. Learn how effective #MathPlay can lead to deeper understanding and students taking ownership over their learning.

What is the Theory of Variation? Why use it in (maths) teaching? How can it be used to help learners to direct their attention to critical aspects of a (mathematical) idea? When should different types of variation be used to maximise the benefits to learners?

These are the key questions I plan to answer throughout this talk, using examples in maths topics from early KS3 all the way to KS5 to demonstrate the breadth with which this idea can be applied to great effect.

As a tool for efficient assessment, differentiation and the development of conceptual understanding, it is my hope that you will not only take away something valuable 'from' this session, but that you feel comfortable enough to bring your own valuable ideas 'to' the session.

I look forward to meeting you!

As Mathematics educators, we are responsible for teaching transferrable lifelong inquiry skills to our students through various open-ended and guided tasks that involve investigative, problem solving, and modeling-based activities. During the workshop, we will explore endless possibilities of such activities using Autograph maths.

The workshop will explore the value of maths revision; the mechanics of revision and the optimal timescales

Often Further Maths A Level can turn into a diet of exposition and examples. The judicious use of open tasks for students to explore, however, can bring FM topics to life. I'll be sharing my experience with such activities and offering some free resources to help you along the way.

To Darwin, the missing link was a hypothetical extinct creature in the evolutionary line between modern humans and their anthropoid ancestors.
Similarly, I see backward fading is the missing link between pupils starting as novices and becoming expert as they progress through an idea.
In the session we'll look at the use of faded worked examples, the impact that this can have on developing understanding, ways to apply backward fading to get the most out of our learning episodes, and sources of backward faded worked examples for use in the classroom.

We know that manipulatives work in secondary and primary. But where to start in FE? Does the evidence still stand? Will they find it childish?

Autograph is the original and best dynamic geometry package for teaching and learning mathematics. This session is going to use the latest release of Web Autograph and as well as providing a broad overview of the features and functionality of Autograph, the session will include some great examples to use in your classroom. Created by teachers for teachers, it is pedagogically sound and allows you to bring mathematics to life in the classroom by demystifying complex mathematical ideas.

In this workshop, we'll explore 2D Shapes and Regular Polygons, understanding about Area and Perimeter, Transformations of 2D shapes and Graphs, looking at the Area beneath a Curve or between two curves and adding Vectors. Join me for an exciting, interactive session that will leave you equipped to return to the classroom and wow your pupils! The workshop will focus on not just how to visualise the mathematics, but also how to structure the visualisations and generalisation in order to maximise learning.

Suitable for teachers at all stages who want to be able to go back to school with ideas about how their pupils can learn using Autograph. Autograph is suitable for those that are used to using technology in the classroom and also those who are new to dynamic software.

There are myriad challenges that students face to solve any Mathematical problem. Logic is always simple that is why we call it logic then what can be done to overcome come the hurdle in basic thinking. An effective procedural thinking at primary and middle school level that gets to the heart of knowing and responding to all of our learners that most complex problems may also have the simple solution. Sheetal Javeri will address various thinking approaches that facilitate Mathematical thinking.

Five strategies to help you track student understanding Description: Practising teacher, Ceri Ward Jones, will be exploring five strategies to help you get the most information from your GCSE Maths classes. Gauging how well students are understanding is a challenge all teachers face in the classroom. Ceri will be discussing techniques for gaining whole-class feedback and also sharing resources that you can take away to use in the classroom to support your teaching.