The '1089' task is classic that is guaranteed to be a hit in the classroom. This course outlines the main task and explores how it can be extended and developed to get pupils engaged and behaving mathematically with place value.

Ratio and proportion has recently taken on more importance in the GCSE curriculum; however there has always been a prevalence of problem solving arising from proportional situations within KS3 and KS4 maths. In this workshop, we will look at the importance of multiplicative reasoning and the mathematical understanding that allows students to confidently approach problem solving across a range of topics. We will explore teaching strategies and resources, including some from the influential Don Steward who inspired my passion for multiplicative and proportional reasoning.

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.

Algebra is more than just symbols and manipulation. More than just solving equations and plotting graphs. In this session we will look at algebraic thinking, how we plan for it and use it way before our pupils are introduced to symbolic algebra.

Mathematics is a discipline full of reason. There's a reason we can add indices together when multiplying, there's a reason we flip the second fraction and multiply to divide, there's a reason we flip the sign in the bracket to get the quadratic's root, there's a reason the area is given by a half base times height. The reasons, the links, the logical justifications, are inherently beautiful. "Mathematics is not numbers, it's between the numbers." Conversely, "Ours is not to reason why, just invert and multiply," is ugly. And so we strive to justify, explain, and reason why mathematics looks and works the way it does. In so doing, I argue, we all but doom our students to fail. This workshop is all about how to develop and guarantee mathematical success in all that it means: thinking, reasoning, understanding, and grades. It's also about how to get there we first have to do something most of us don't want to do; something counter-intuitive, and ugly.

Are formative and summative assessment mutually exclusive? Does assessment promote learning, or performance? How do we assess the whole curriculum? Does assessment promote a tickbox culture? How do we get students engaged in the process? Should you bother with QLA? What about whole class feedback? All these questions and more will be tackled in a whistle-stop tour of one Department’s assessment regime. Be prepared to leave with more questions than answers as we build up to answering the biggest problem of all – how do we really measure progress in Maths?

This workshop takes you through our research led approach for modelling mathematics in the classroom. We look at how we choose our examples, how to model the skill of problem solving and how careful narration can support mathematical thinking in a controlled and structured way.

In this session, Andrew will discuss the principles and key elements of good assessment that can be applied in any setting and at any level. If you want to discuss reliability and validity with confidence, know your formative from your summative and understand the difference between moderation and standardisation then this is the workshop you’ve always dreamed of. If not, join us anyway and hear great tips for effective assessment.

Working across multiple bases gives profound insight into place value, arithmetic and algebra. In this workshop we will explore numbers, digits, numerals and base systems. And how that leads to a robust understanding of place value and use of the radix point (decimal point in base ten). I’ll be sharing practical ideas and experience of making multi-base accessible to a range of pupils in primary and secondary. Using exploding dots and other representations.

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.

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.

Using variation and multiple reorientations to ask better questions. With a focus on quality over quantity, this session looks practical ways we can ask better questions by: 1. Varying the conditions of a problem. 2. Varying the method of solving the problem. 3. Varying the problems a method is being applied to. As you might expect, a wide range of manipulatives will be used throughout to help make sense of the problems we explore and highlight connections to other areas of mathematics.

As Autograph is now free for all users, we thought we would record a free professional development course on how to use Autograph to create interesting lesson plans. During the course we will consider what makes Autograph special, focusing on more beginner level uses.

As Autograph is now free for all users, we thought we would record a free professional development course on how to use Autograph to create interesting lesson plans. During the course we will consider what makes Autograph special, focusing on more beginner level uses.

As Autograph is now free for all users, we thought we would record a free professional development course on how to use Autograph to create interesting lesson plans. During the course we will consider what makes Autograph special, focusing on more intermediate level uses.

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.

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.

As I often say to my Y7 pupils, "my job is not to turn you into calculators, but to make you mathematicians." This workshop takes a look at the 'behave' phase of a learning episode with a selection of tried and tested problems and task to encourage pupils to 'behave mathematically' in your lessons. A range of problems and tasks will be explored during the session, each are pedagogically rich, require minimal preparation and will add an important and exciting dynamic to your lessons. The behave phase is the most important phase in a learning episode, it's where connections are made and real, deep understanding happens.

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?

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?'

How do we communicate mathematics to our pupils? What models and metaphors we can offer to make our mathematics become the students’ personalised awareness of mathematics. In this course, we will explore some ‘big ideas’ in mathematics that permeate our curricula and how we should carefully plan and give attention to the communication of the technical detail.

At my previous school - Michaela in Wembley - 'booklets' were the main vehicle for delivering the curriculum. We had no written down SOW, no flipcharts or powerpoints, no lesson-by-lesson learning objectives and no other curriculum documents, other than a loose calendar. We made many changes and adjustments as time went on, and learned a lot from inducitng new staff. This presentation will focus on lessons learned and the pros, cons and caveats of using booklets to develop your practice, your team and your pupils' experience of maths.

Our Pearson Edexcel GCSE Maths credible specialists, Christian Seager and Mel Muldowney, also known as the award winning JustMaths duo are known for their teaching of the GCSE Maths students. Chris and Mel will be looking at strategies and ideas to use with year 10 from the perspective of real teachers. The pair will look at the key topics to really work on along with key intervention ideas that can bring the most out of these students making up for any possible lost learning time.

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.

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 so many concepts. Join in on the rekenrek workshop and you too will be singing the praises of this simple tool.

There are lots of great maths tools out there. But wouldn’t it be nice if you could find a single maths tools that provides all the visualisation, problem solving, and interactivity you want, integrated into a document environment that also lets you solve problems step-by-step like you do in class? Well, there is! With over 30 years of experience working with educators to bring software to the maths classroom, Maplesoft has recently introduced an online teaching and learning environment like no other: Maple Learn. In Maple Learn, you can work through a problem step by step, ask Maple Learn to perform tedious intermediate steps for you, explore a graph to get a better sense of the problem, do a quick side calculation, and verify the final result – all in one place! Join us for this workshop and compare Maple Learn to your existing maths tools for yourself. We think you’ll be glad you did!

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.

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.

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.

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.

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.

Can 7-year-old children learn algebra? Of course they can, but only if you don't start there! This session will look at the story of the Rosetta Stone, and how it helps us see how children can learn algebra very simply by starting with a few pictures of Numicon! Numicon is not required to take part in this session, just pencil and paper.

I would experience dread when it came to teaching constructions. And, I'm not the only teacher who felt this way. But, there is a way to teach the topic in all its conceptual richness which is accessible to pupils across the ability spectrum. In this session, I will suggest an outline of teaching the sub-components of the topic. We will look at areas of conceptual beauty! I'll explain how to use Geogebra in the classroom with minimal effort (and no technological difficulties)! There will also be plenty of resources available after!

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.

Every word problem tells a story, stories tell word problems. Following two sessions looking at 10 strategies into deciphering word problems, this third session looks at creative approaches to the story stimulus for word problems using picture books, cartoon, infographics and moving image.

We will discuss and discover the difference between teaching creatively and teaching for creativity and how they both have their place in the Maths classroom. After this, we will look at examples of how both of these can be used in the Maths classroom and dispel the misconception that maths and creativity do not have an overlap. I will give examples of how specific methods can support students with Autism both educationally and socially. The session will be linked to research which supports the methods and how they can be implemented effectively without increasing the workload of the teacher.

The Introduction to Data Science course is a set of free self-study resources aimed at A level Maths students. This is a short series of lessons including videos and programming activities in Python (though no prior experience of coding is required). The lessons are designed to be studied in the summer of year 12 and use the A level Large Data Sets from AQA, Edexcel, MEI and OCR. In this session we will explore the resources and how they can be used with your students.

This session will explore how to take the theory of curriculum design and implement it in practice. The session will pay particular focus on the key role tasks play in the design of an effective curriculum in early secondary. The session will also examine the role tasks play in helping to develop consistent approaches in a large department, while ensuring all pupils are given the opportunity to develop fluency, understanding and mathematical habits of mind.

Action Research Report: How we used bar models and double number lines to improve conceptual understanding on Ratio, Proportion, Speed and solving Equations for students with very low prior attainment. The tight time scale of GCSE resit puts pressure on covering the whole curriculum against developing key concepts with fluency. At Leyton Sixth Form College we chose to focus on these foundational topics which connect to each other and much of the rest of the GCSE Foundation exam to improve learning and retention. Students need time to understand and use new representations. We show how to use two versatile diagrams which can support problem solving in a wide range of different contexts.

In this course we delve into what algebra is and how it is crucial to make the link between arithmetic and algebra. You will have the opportunity to work through some tasks that can used with pupils.

“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.

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.

The conveyor belt model of education with age-related expectations that has been implemented in schools up and down the country for years isn’t meeting the needs of the students that we’re teaching. Some students are finding it too hard, being asked to factorise quadratics when they can barely divide in base 10. Others are finding it too easy, being asked to calculate the area of a triangle for what seems like the 70th time. Teachers are having a hard time with students switching off because the work is either too easy or inaccessible, feeling helpless to teach them the right level of maths, hamstrung by a curriculum aimed at the middle. Throughout the workshop, a re-run from #mathsconf22, we’ll look at how classroom teachers can use exercises to identify the right level of maths to teach using Increasingly Difficult Questions, how we can develop all students’ confidence in their abilities through assessment as middle leaders and how we can get students doing the right stuff from the moment they enter in Year 7 through improved curriculum planning.

The 'Do It > Twist It > Solve It' or 'Do It > Secure It > Deepen It' lesson design structure created by Steve Lomax supports a teaching for 'mastery' approach. The lesson design was inspired by a teacher exchange visit to Shanghai and developed to support teachers in Primary and Secondary schools across the UK to teach for 'secure and deep understanding'. It has been used in hundreds of schools since 2014 and embraces the core principles of Variation Theory by supporting teachers to design examples and exercises to secure and deepen pupils' understanding of mathematical ideas through the use of: - 'What it is' (standard) - 'What it is also' (non-standard) - 'What it is not' (non-examples) - 'What problems can I solve' Please note ... the use of the labels 'Do It, Twist It, Solve it' / 'Do It, Secure It, Deepen it' ... Do It, Bop It, Zap it, Kick It, Whack It (now that's just being silly) is pointless without respecting the pedagogical principles behind them. The workshop will use lots of examples from schools across England to explore these principles in detail and critical to ensuring the #DoItTwistItSolveIt lesson design has the desired impact on pupils' achievement and enjoyment.

Should boys and girls be taught in the same way? Obviously, from the title of this workshop, there are differences that need to be considered, both in your teaching and in the classroom environment. If you have a differential in attainment and/or progress outcomes in your class or in your school regarding boys and girls or you are just interested to explore the issues and how they can be overcome; then this interactive workshop, which includes ‘chat’ around the key questions and Q & A sessions; is for you. The findings, which are grounded in evidence from Action Research, are both illuminating and intriguing and they include connections to Unconscious Bias, Albert Einstein and Banarama!

What does 'math learning difficulties' mean and how does Dyscalculia fit in? This presentation will provide an introductory overview of the current understanding in theory and practice of supporting individuals with Dyscalculia and Maths Learning Difficulties. Suggestions for multi sensory strategies and approaches for interventions to develop number sense and foundational concepts such as place value will be discussed.

Do you struggle with finding ways to explore the principles of counting in an engaging way? Students in the early years need to develop fluency with numbers, and counting is a critical part of fostering flexibility and fluency with numbers. In this workshop we will explore fundamental concepts of number from subitizing, counting strategies, skip counting through choral counting, and counting collections. We will explore concrete, pictorial, and abstract strategies to bring counting to life in your math class! Join me to make it count in the early years!

There’s more to counting than just 1, 2,3. Students in KS1 need to develop fluency with numbers, and counting is a critical part of fostering flexibility and fluency with numbers. In this course we will explore: The principles of counting; Counting strategies; Perceptual and Conceptual subitizing; Skip counting; Choral counting. We will explore concrete, pictorial, and abstract strategies to bring counting to life in your math class.

As a teacher, if you have ever spent hours on Excel thinking “there must be a quicker way” then this course is for you. By taking the time to learn some of the most useful functions and features of Excel, you can turn a job that used to take an hour into a couple of clicks. This course will demonstrate some of the most useful Excel tips and tricks I have picked up of my 15+ years of using Excel as a classroom teacher. The time you invest into this course now will pay for itself many times over as you save yourself, and probably your colleagues, hours of Excel related headaches!

In this course we will work through some problems to offer a way in which to embed problem solving to everyday practice. The course is designed to be as 'live' as possible to encourage you to work with the problems, in order to gain a better sense of what problem solving and mathematical curiosity feels like.

Are you having trouble getting your students to engage in math class? Not sure if they are even there? This workshop will explore this problem of practice many math educators face and provide some solutions for the most common reasons students struggle with engagement in their math classes.

This workshop explores the related concepts of equality and equivalence in the secondary curriculum. Led by a White Rose Maths Specialist, a key feature of the session will be how to use representations to maximise understanding of these ideas, and how questions and investigations can be used to emphasise key learning points We start with the basic concepts of one-step equations and collecting like terms. Then we explore developing the idea of equivalence through expanding brackets, finding unknown coefficients and on to testing conjectures and the idea of formal proof. This will be contrasted with the development of different types of equations and methods of solution, recognising similar structures. Again the use of representations will be key in both aspects. Finally the workshop reflects upon how this learning journey prepares students for the transition into studying A Level Maths.

Equality is one of the most fundamental concepts in mathematics. This workshop will look at the equals sign, equality, equations, functions, inverse functions and other related ideas. Along with some Arabic terms from Al Khwarizmi's text. The use of Cuisenaire rods and pictorial representations to help pupils understand the process of solving equations will also be shown. Hopefully giving you some tried and tested ideas to implement in your teaching.

It is easy misuse concrete materials, such as algebra tiles, and simply use them to model a procedure rather than as a tool for sense-making. In this workshop we will look at how algebra tiles can be introduced and used with classes whilst avoiding being too prescriptive with their use. Whilst talking about equations I also don't want to miss the opportunity to talk about using balances to represent equations and how to link this to many other areas of mathematics, including graphs, sequences and inequalities.

Exit Tickets are a useful tool for assessing students understanding and misconceptions. Join me to find out how we can use them to develop our lessons further and help spot our students misunderstandings.

It's a global phenomenon in mathematics! Over 6 million people -- students, educators, maths enthusiasts – from over 170 countries and territories across the planet are united by the stunning wonder of a common piece of school mathematics. It’s the story of Exploding Dots. Let me share this mind-blowing story with you too! See the school mathematics you thought you knew so well in astounding new light. Witness curriculum mathematics as a portal to human joy, wonder, and awe.

Can we ease cognitive overload for students? In this session, we will explore how to break various topics down into small sub-tasks so students can improve their understanding of topics within the mathematics curriculum. Within these small sub-tasks, we will see how we can make the tasks implicit by using routines of explicit examples transitioning into implicit ones. We will explore what has already been done within the teaching community on this major issue and how we can go further. Examples will be shown on topics such as simultaneous equations that students find cognitively demanding.

Well planned puzzle and problemsolving activities can bring maths to life with challenges guaranteed to captivate learners. Problems present students with the mathematical freedom to focus on their learning instead of obsessing over the answer. In this workshop, we will explore how to build in more opportunities for problemsolving into lessons. Drew believes that devoting time to problem-solving helps develop young independent mathematicians with logical thinking, strong reasoning skills and creative flair. The session will be interactive with fascinating problems and puzzles from the likes of Alcuin of York, Martin Gardner, and Jo Boaler. Drew will finish the session exploring different approaches to using maths games such as “Prime Climb” by Dan Finkel as powerful teaching tools.

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

Autograph has an intuitive interface for both teachers and pupils and this session will enable teachers to go back to the classroom with a focus on the mathematics - there's no requirement to be a ‘Tech’ expert. Autograph is for users of all ages. This session will focus on ideas that teachers will be able to take back to the classroom to support pupils learning. There will be time to look at what makes Autograph so special and how Autograph can be used for many lesson ideas. Autograph is designed for teaching and this session will hopefully be able to show you how easy it is to use in the classroom. There will be time to look at some great examples and to share good classroom practice. This session is suitable for Teachers who want to be able to go back to school with ideas about how their pupils can learn. I aim to show how Autograph can be used quickly and easily in the classroom. There will be supporting materials “How To” guides and “Tasks” available to take ideas back to the classroom. I hope you will share some of your learning to @AutographMaths It will include a ‘hint’ of what is to come in the future of Autograph. I hope to follow up on the successful 4-part webinar course that we ran during April 2020.

Help your students discover the joy of maths! We’d all love our students to engage more in mathematical tasks outside of the classroom. During this session I will share a variety of fun maths related activities that I introduce in class in the hope that some students will be inspired to continue with them at home. It will include activities suitable across the secondary age and attainment range.

An insight into how I finally began to understand the steps required to teach effective fraction lessons, (including some of the representations and activities I used).

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.

Fractions is one of many topics where misconceptions at the early stages can be missed. Concrete manipulatives such as relational rods and tiles along with pictorial representations including bar models and number lines can support all pupils. The use of multiple representations can develop understanding of the mathematical concept rather relying solely on a written algorithm.

A look at the roots of mathematical words, their origins and links to other vocabulary, and the history of some mathematical symbols. Why not call a triangle a trigon? How are 'million, 'one' and 'onion' connected? Why is it that an octagon has eight sides yet October is the tenth month?

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.

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.

In this workshop we'll firstly use student performance data from the GCSE (9-1) Mathematics assessments to date to build up a picture over time of which aspects of the GCSE students have been doing well in and where they're doing less well. We'll then go on to consider how best to deliver the content/skills to students in which they're performing less well. This will be done through looking at responses to the OCR question papers, though the material covered and discussions would be useful to teachers of any GCSE (9-1) Mathematics qualification. Secondly, we’ll look at how the OCR GCSE (9-1) Mathematics content can appear in questions papers and how this might be used to focus Schemes of Work. This will be especially useful to teachers looking to tailor Schemes of Work to different sets of students, particularly after the disruptions to the teaching year in 2020.

In this session we will focus on challenging GCSE topics and skills that students have struggled on, with a specific focus to those that have then impacted student progression in A level maths and which Y12 students may need additional support in. School closures have undoubtedly affected many students’ ability with these topics and some may not have been taught at all. We will look at how to focus schemes of work and determine student performance in topics for GCSE, as well as resources and support to build both GCSE and A level students’ confidence in these areas. This session will be of interested to both GCSE and A level teachers.

As teachers, we have all had those moments of ‘over assuming’ they are ready and prepared for a new topic. This session will look at strategies and ideas to help with checking prior knowledge and support getting nice smooth lessons when introducing something new. The pair will also update from their summer session on how they are supporting the 3,4,5 borderlines in year 11 now schools have reopened.

There are lots of things maths teachers need to know in order to teach Maths GCSE well. We need to know what's on the curriculum, where to find resources, how students are assessed and where they might make mistakes. We also need strong subject knowledge, and this includes understanding a wide range of methods and approaches. In this workshop we will take three GCSE topics: simultaneous questions, linear graphs and quadratic sequences. We will look at how they are examined in GCSE exams, and explore the multiple methods that exist for these lovely topics.

In this session Tara will explore examples of variation using the White Rose Maths resources. She will explore specific questions from several notoriously challenging topic areas including straight line graphs, vectors and surds. Get inside the mind of a White Rose Maths specialist and hear about the intention and thought process behind some of our questions.

A teacher cannot know the precise architecture of a child’s existing mathematical knowledge, meaning that, ultimately, children make sense of mathematics in their own way. Vocabulary is a vital to mathematics. Since the learning of language is biologically primary, children are already skilled in making thousands of linguistical connections in their own way. In this session we will explore how we can first expose, and then capitalise on these informal vocabulary strategies across all subject disciplines to enrich learning and improve its interconnectedness. Expect music and pictures. Familiarity with Elbow’s “New York Morning” will be justly rewarded.

Combining his experience of making consistent marginal gains with 25 years in software industry and 20 years sports coaching, together with research on academic mindsets Dave Bowman explains the intention, psychology and practical ideas behind YesUCan. How he implements YesUCan into his 20 years of teaching of mathematics and its transformational positive impact on student's learning of mathematics. Examples of his early presentations are in Stanford University Mindsets Library; published articles for Chartered College of Teaching and YesUCan is refered to in The Elephant in the Classroom by Jo Boaler.

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.

We will be training you to help your students get the most out of the latest generation of calculators, for A Level Maths, and showing you some tips and tricks to work efficiently. There will probably be some features that you didn't know were in there! Please have your FX-991EX Calculator to hand during the session.

Are you old enough to remember slide rules? Perhaps not but your parents or grandparents probably are. I am just old enough to have been allowed to have the option to use them in my GCSE (O level) but no one showed me how or what they looked like. What a delight to discover them now. This session will hopefully give you another string to your bow to share the history of Maths with your students, we know they all love a short distraction mid lesson. I started my research for this workshop back in February 2020 and of course it stalled as I got to grips with supporting my students. I can’t wait to share with you all what I discovered. You’ll have a chance to make your own slide rule. There will be something for every key stage from times tables to the law of logs. You can check out a summary of what will be included on my website https://passion4maths.com/highlights-of-the-slide-rule/ If you have a burning question on how your slide rule works send an email to jforsythe@passion4maths.com and I’ll try to include it in the question & answer section at the end.

Education Specialist & author of Bridge the Gap Maths™, Laurie Beesting, will share, discuss and demonstrate practical ideas. This video is designed to get us all thinking about how Times Tables knowledge and confidence is a truly vital part of coping better with Intermediate maths concepts, whether we are in KS2 or further and already working through high school maths. The curriculum skills which students meet over the Intermediate maths journey are often a little daunting, as things suddenly start to feel more challenging than in the earlier years... suddenly, concepts which felt ok, begin to feel a little wobbly as we tackle trickier mechanics of multiplication, division, fractions, decimals, percentages, geometry and more... and it is important to keep one’s head in a positive place to work through these more advanced stages. As a maths teacher, whose role it is to ensure that core fundamentals are firm and to build confidence to cope with up and coming maths work, I have found that the most central and crucial aspect to making better progress, has been to find a way to learn and BECOME STRONGER AT TIMES TABLES. I made a list of some key maths concepts which are made easier and more accessible if a student has a grip on Times Tables - and quite frankly, it was quite alarming to see all the maths skills listed on there! Knowing one’s Times Tables is SO SO much the key to making faster progress in maths!

We may like to believe that the technical terms in mathematics ensure clarity of meaning: “Just a matter of definition, don’t you know.” Even if true for mathematicians ambiguity is one of the many communication issues confronting us in the mathematics classroom. Not that mathematicians get let entirely off the hook: renowned mathematician Henri Poincaré pointed out that “Mathematics is the art of giving the same name to different things.” I hope you will join me in exploring conflicting meanings and consider ways of addressing the such conflicts. You’re invited to bring along examples of learner mathematical difficulties relating to mathematical language.

Every student at Sparx automatically receives personalised maths homework fit for their level - but how? This session will be an opportunity for teachers to chat to the Sparx Maths team about how our homework product works and give a little insight into how we keep each homework personalised and right for each student. The session will then be followed by a short demonstration of the Sparx Maths product.

Every student at Sparx automatically receives personalised maths homework fit for their level - but how? This session will be an opportunity for teachers to chat to the Sparx Maths team about how our homework product works and give a little insight into how we keep each homework personalised and right for each student. The session will then be followed by a short demonstration of the Sparx Maths product.

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.

In the school curriculum, mathematics is usually presented as “finished”: students just see the final version of thousands of years filled with exploration, discovery, mistakes, misconceptions, and surprises. In this workshop, we want to discuss what it feels like to “discover” mathematics, and how you can give students this experience in the classroom. There will be history, problem-solving – and of course, you can actively participate

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.

Up to 30% of the marks available in GCSE exams are for AO2 – “Reason, interpret and communicate mathematically”. But that isn’t why we should provide opportunities for reasoning. Reasoning is a fundamental skill in mathematics. Developing the ability to make deductions, construct a logical argument, show insight into situations and infer information from them is an essential part of learning mathematics. In this session Peter Mattock will explore the ways he provides opportunities for pupils to develop reasoning skills using resources from AQA and others.

Identify the different types of data and intelligence available to teachers and subject leaders, whilst offering hints, tips and ideas on the best strategies and approaches to:​ -Identify gaps in learner progress and performance​ -Select appropriate next steps in teaching and learning (for individuals, groups or cohorts)​ -Hear examples of techniques and methods used in schools already using insights dashboards​

Do you wonder what techniques such as 'Retrieval Practice', 'Spacing' and 'Interleaving' are? Do you know what they are, but wonder how you could apply them in the classroom? Do you want to see how others approach these strategies in the classroom? Using examples from lower-attaining Key Stage 4 groups, the session aims to show how these techniques can boost enjoyment and interest in mathematics, and how they can elevate students' mathematical thinking.

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.

Have you ever tried to persuade your colleagues to adopt a new teaching idea that you are really excited about, but became frustrated by how hard it was? Are you a subject leader, head of department or SLT member who has responsibility for developing teaching in your school? This course explores the research into how teachers learn, outlines practical strategies for putting the research into practice and gives you the chance to try these strategies yourself.

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.

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.

What is there to consider when introducing ideas that are similar, such as letters like d b p q, perimeter and area, circle theorems, or trigonometric ratios? This workshop will look at ideas from Engelmann and Carnine's Theory of Instruction about introducing coordinate members to a set and sub-cases such as higher-order classes (such as quadrilateral for rectangles and squares) and complementary members (such as on and off). This workshop will also look at a construction of a hypothetical sequence for introducing trigonometry using these ideas.

This workshop takes an introductory look at a range of popular manipulatives and how they can be used to model and explain mathematical ideas. We will take a brief look at manipulatives such as Cuisenaire, Algebra tiles and Geoboards, and work through some tried and tested tasks you can take away and use in the classroom. This session is ideal for anyone wanting to get into manipulatives but need a helping hand getting started, either with virtual versions or the real thing!

Summative and Formative assessment. TICK. But could we be missing something by not doing more ipsative assessing? What is ipsative assessing you may ask... it can be either teacher or student led with a focus on progress and not criteria referenced. It could hold bags of potential for unmotivated and/or low attaining students! This workshop is designed to help give you some ideas on how ipsative assessing could help overcome some of those key barriers to learning.

True mastery of any subject, particularly one as beautifully complex as mathematics, is borne of attention to detail, diligent preparation and a ton of elbow grease. Before a single child can realise our aspirations for them, we, as school leaders and teachers, must first be prepared to dedicate ourselves to laying the foundations so crucial for later success. This is particularly complex in primary schools, where subject generalists are the norm and teachers frequently lack confidence in teaching the subject. In this session Kieran Mackle and Tom Garry will explore how we can prepare our teachers and schools to ensure that every child can achieve in mathematics, ensuring that the subject’s beauty is there for all to behold, without exception.

Interleaving is something that has long been used by teachers of mathematics but why? In this course we examine what interleaving is and is not, look at maths specific research and formulate a hypothetical situation of how interleaving can be used as part of every learning episode.

How do we as teachers evolve from the bringer of knowledge to the researcher of student thinking? What would happen if we let our students take the lead? Together we will explore the role of the teacher as reachers, the student as the expert and what tasks can create to open the door for all of our students to take the lead in the maths classroom.

The concept of limits is fascinating but rarely gets taught lower down in school. In this session we will explore some simple tasks of limits and how to introduce these to KS3. An understanding of limits at KS5 is important but it can sometimes feel like they jump in at the deep end when first exploring them. I wonder if we limit teaching limits to KS5 we miss out on a rich and important concept that can be developed and explored in KS3.

Since working with parents, pupils, secondary and primary colleagues to develop the pictorial methods of teaching arithmetic in Stirling High’s Learning Community (see http://bit.ly/SHS_pictorial) I have introduced several methods of helping learners to make connections when learning through linking algebra with concrete materials, pictures and geometric representations. This workshop will give you a chance to see a few of these, including the grid method, bar modelling for fractions and DESMOS for teaching straight line and quadratics at National 5. My work so far has mainly looked at how Representation and Structure supports Fluency. There is a body of evidence that suggests that concrete and pictorial strategies also helps learners to "Behave Mathematically" and I will discuss some of the ways I have done this in my classroom.

Maths Inspiration shows (mathsinspiration.com) work hard to provoke curiosity and inspire students to pursue maths further. One regular feature of shows are mathematical surprises, often in the form of a 'magic' trick. Magic and maths have gone together for hundreds of years. The reasoning behind many magic effects is inherently mathematical and logical, and mathematical tools can reveal the secrets if you’re brave enough to use them. Ben & Rob will showcase some classics, and discuss how they are used in shows, and how they can be used and adapted for the classroom.

After a decade of teaching mainly Year 11, 12 and 13, I joined a brand new school last year, and as a result I now teach nothing but Key Stage 3. A lot of teachers told me they could never make a move like this because they wouldn’t want to give up teaching GCSE and A level. But I am very glad I took the plunge! Even though I do yearn for a bit of calculus in my life, it has been an incredible opportunity for my development as a teacher. Once my school is at full size and I have some exam classes back on my timetable, I hope that I will be a better teacher because of this experience. I am proud to say that maths is a really popular subject at my school. In this workshop I will talk about some of the things that schools can do to ensure that Key Stage Three gets the attention it deserves. I will talk about creating and sustaining positive attitudes to maths from Year 7 onwards. This workshop will include ideas for curriculum, resources, competitions, routines, enrichment, and more.

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.

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.

Speaking of artistic license: Making Friends with Numbers Questions like, “What are numbers?” have tormented philosophers for millennia, and yet this is also where the youngest children begin their journey in mathematics. As a result, teaching and learning early number is a surprisingly complex business, and one that all teachers of mathematics should understand in detail. Full of practical ideas, this session will explain how children develop a sense of number and how teachers can ensure that their students have a positive relationship with mathematics from the very beginning of school.

Questions like, “What are numbers?” have tormented philosophers for millennia, and yet this is also where the youngest children begin their journey in mathematics. As a result, teaching and learning early number is a surprisingly complex business, and one that all teachers of mathematics should understand in detail. Full of practical ideas, this session will explain how children develop a sense of number and how teachers can ensure that their students have a positive relationship with mathematics from the very beginning of school.

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.

How do we communicate mathematics to our pupils? What models and metaphors we can offer to make our mathematics become our pupils’ personalised awareness of mathematics. How do we make subtracting negatives relatable? How do we offer sense-making opportunities to conceptualise zero? Can manipulatives become crutches rather than tools for learning? These, plus more, are some of the key ideas we will explore in this workshop.

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.

Discover some of the most surprising and unexpected uses of virtual manipulatives: from “pentomino reptiles” to prime numbers or non-periodic tessellations. We will be using number and fraction bars, algebra tiles, pattern blocks, construction tools, tangram, and more – and you can follow along in real time. Presented by the creator of Polypad, which has been used by millions of students all around the world.

Virtual manipulatives are great for inspiring creativity and teaching problem solving skills. In this workshop we will explore another round of curious and unusual activities and lesson ideas – using prime factor circles, multiplication grids, irregular polygons, non-transitive dice, Egg-shaped tangram, Penrose and Kolam tiles, geometric construction tools and much more. Presented by the creator of Polypad, which has been used by millions of students all around the world.

Maple Learn is a brand new dynamic online environment designed specifically for teaching and learning maths and solving maths problems, from secondary school to second year university. Now freely available as part of an ongoing public beta program, whether you're teaching remotely or in a classroom Maple Learn provides an engaging environment that you can start using immediately to help your students learn maths. Join us for this session to see why Maple Learn is not just a sophisticated online graphing calculator, but an environment that focuses on the things teachers and students have told us that they want and need in a maths tool.

Maple Learn is a dynamic online environment designed specifically for teaching and learning maths and solving maths problems. Maple Learn, an online version of the powerful maths software Maple, is focused on the needs of educators and students in secondary school, FE, and the first two years of university. Join us for this session to see why Maple Learn is not just a sophisticated online graphing calculator, but an environment that focuses on what teachers and students have told us that they want and need in a maths tool.

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.

This course covers everything you need to teach addition and subtraction of directed number. Alongside instructional videos explaining the pedagogy and language behind directed number, the course contains a fully resourced and carefully sequenced unit of work which you can pick up and use in the classroom tomorrow.

Emmert Wolf wrote that "a man is only as good as his tools", but it is also true that a tool is only as good as the person using it. We will explore how to sharpen your multiple-choice questions and guidance on how to use them effectively within a school context. In this workshop, we will look at: how to craft useful multiple-choice questions how to build undergeneralisations and overgeneralisations that pupils are known to make how to guide pupils to go about the results from a multiple-choice quiz.

Mastery Learning has been around for hundreds of years and it is important to consider the history of how it evolved. In this course we examine the key players and their desire to improve education for all children. We consider how to connect learning and how it is important that when implementing mastery learning we don’t fixate on procedural skills and ensure all pupils are given a rich learning experience.

How might we induce positive aesthetic experiences in the classroom? This workshop aims to highlight key features of mathematical beauty and delve deeper into ideas and tasks which might help meet that aim. This workshop will be balanced with some theoretical discussion, followed by individual and/or collaborative doing of mathematics.

Here's an interesting question to ponder: How would you explain mathematical beauty to someone that has never experienced it before? After many failed attempts at this, I decided to devote some time to thinking about it. If you're interested in understanding mathematical aesthetics more deeply and you'd like to pass that onto others then this workshop is for you.

"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.

How to engage learners and develop their mathematical curiosity…

If we want our pupils to develop fluency, understanding and the ability to solve complex problems, then it is vital that teachers develop the ability to select, adapt and design appropriate mathematical tasks. In this workshop we will explore the vital role of tasks in the mathematics classroom, encounter a variety of tasks and consider how we might design and adapt tasks to help our pupils learn.

Playful mathematics is the engine that drives learning; a gateway towards uncovering a sense of wonder, belief and beauty. By building mathematics programming with playful mathematics as the foundation, students are provided with meaningful and enjoyable contexts so they can make sense of, and mathematize their world. With the development of reasoning and communication as the focal point, students are better equipped to make conjectures and justify solutions with increased precision. The ability to think and reason is and reason is fundamental as students develop their ability to understand and apply mathematics. While students may be able to solve problems with a memorized procedure, they may not have developed the necessary skills towards building a deep knowledge, understanding and appreciation of key math concepts; they might just be good at following steps and procedures.

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.

Many maths teachers enjoy experimenting with different “methods” for getting pupils to carry out a process, hoping to find a method that is simpler for pupils to use or remember. The virtues and drawbacks of different methods are hotly debated on Twitter, as well as the benefits of standardising approaches across department versus allowing teachers autonomy. In this session I will explore how I see methods arising in mathematics, how certain methods can be incorporated into a connected schema of knowledge, and how departments can standardise approaches whilst maintaining teacher autonomy.

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

Maths anxiety (MA) can have a devastating effect on an otherwise capable learner’s performance in maths. To understand why this happens, it should be considered from both a cognitive psychology and phenomenology (lived experience) perspective, as they help explain its influence on both a learner’s thoughts and emotions. This workshop will explore various factors associated with MA to include: learner behaviour; its relationship with working memory; and strategies that can reduce MA at the individual and class level. We will learn that mitigating MA’s effects on maths learning is vital, if we are to prevent its impact potentially damaging our students’ life chances.

What “real life” maths should we expect young people to be able to do and how can we assess it? Everyone agrees that problem solving and the application of maths to real life situations is important but is there agreement about what this looks like? Students studying Level 3 Mathematical Studies (Core Maths) often talk about how it is proper maths but do the assessments live up to expectation? What are the pitfalls with assessing real life problem solving in mathematics? In this talk I will look at the recent history of real life problem solving in the English education system and show how AQA Is addressing the issues through our assessments in Functional Skills, GCSE Statistics and Level 3 Mathematical Studies (Core Maths). In doing so I hope to give you some ideas of what to look for and what to avoid when setting real life problems.

The Maths Masterclasses are an intense year-long programme of FREE online Maths tuition designed to stretch and challenge the very best young mathematicians. The programme has been developed by the author Simon Singh, who will also discusss his other projects designed to encourage maths excellence in a wider range of students in schools.

Do you believe in the power of maths visuals to increase access and understanding in your class? Have you considered the ways visuals might limit student’s thinking, rather than unleash it? Come discuss the ways visuals can build from student’s natural problem solving strategies and how to avoid undermining student efficacy.

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.