Leeds for Learning Annual 2019 Primary and Secondary Mathematics Conference and Exhibition

Stephanie Kirk, West Yorkshire Maths Hub

A Look at the Guidance Report. This professional development opportunity takes a more detailed look at the EEF Guidance report “Improving Mathematics in Key Stages 2 and 3”. You will receive an overview of the 8 key recommendations that come through the report and what this could mean practically in Primary and Secondary schools.

Great maths teaching requires good content knowledge, but this is not sufficient. Great teachers also know the ways in which pupils learn mathematics and the difficulties they are likely to encounter, and how mathematics can be most effectively taught. This workshop aims to start to answer some of those questions , we will explore:

• What the evidence says about the use of manipulatives?
• Strategies to help children more effectively problem solve
• The importance of mathematical understanding
• What effective interventions inside a classroom might look like
• And a whole lot more

Mark McCourt

Building further on the key note talk, Mark McCourt will work with delegates to look at the mastery model of schooling in more detail, exploring examples of what the model looks like in practice.  The workshop will include practical advice and some exemplar lessons for the mathematics classroom.  Delegates will have the opportunity to work together on some intriguing mathematical ideas and consider how their own mathematical content knowledge and mathematical pedagogical knowledge impact on a school’s readiness to move to a mastery approach.

Craig Barton 

Harnessing the power of intelligently varied sequences of examples and questions is Craig’s latest obsession. Here you will dive into why Craig believes the simple process of: Reflect, Expect, Check is one of the keys to learning. Then you will  look at four different ways you can utilise the principles of variation theory is lessons, in the form of Practice, Rules, Demonstrations and Patterns, and how they can be applied to any topic in mathematics, and with any age of students. Be warned: this is a bit controversial!

Sarah Chamings

In order to deliver mathematics so that learning is both ‘durable and flexible’ (Soderstrom et al) we need to ensure that children really understand and are not just ‘performing’ mathematics. By using multiple representations in the mathematics classroom we, as educators, can provide children with the tools that they require to grasp a concept and not just a set of rules or algorithms. However, we might have only ever been exposed to the symbolic representations in our own school career, therefore creating a gap in our own pedagogical subject knowledge. This session will be chance to do some maths, to play with some representations and to begin to explore new ideas. The session is aimed at those who are new to using multiple representations in the classroom and will cover concepts from the National Curriculum for key stage 2 and 3, a useful self-assessment guide can be found here https://educationendowmentfoundation.org.uk/public/files/Presentations/Publications/Maths/5660_EEF_-_Maths_Guidance_RAG_v5.pdf

Sarah Coltman & Refhet Akhtar (Early Years)

This workshop will focus on progression in pattern skills, supporting EY and Y1 teachers to close gaps in children’s learning and provide a secure scaffold for their next steps. Children enjoy making and exploring pattern; this workshop will provide a range of ideas to exploit this enjoyment as a hook for wider mathematical learning.  It will extend specific vocabulary so children have precise language to describe their work, and can talk about the ‘unit of repeat’ or the ‘iteration’ and confidently discuss what they see. Ideas shared will support ‘generalising’ and discussion of similar patterns in different contexts. Work on pattern provides a firm foundation for work across different mathematical strands, including algebra– come and see how you can support your EY and Y1 teachers!

Stephanie Kirk, West Yorkshire Maths Hub

A Look at the Guidance Report. This professional development opportunity takes a more detailed look at the EEF Guidance report “Improving Mathematics in Key Stages 2 and 3”. You will receive an overview of the 8 key recommendations that come through the report and what this could mean practically in Primary and Secondary schools.

Great maths teaching requires good content knowledge, but this is not sufficient. Great teachers also know the ways in which pupils learn mathematics and the difficulties they are likely to encounter, and how mathematics can be most effectively taught. This workshop aims to start to answer some of those questions, we will explore:

• What the evidence says about the use of manipulatives?
• Strategies to help children more effectively problem solve
• The importance of mathematical understanding
• What effective interventions inside a classroom might look like
• And a whole lot more

Mark McCourt

Building further on the key note talk, Mark McCourt will work with delegates to look at the mastery model of schooling in more detail, exploring examples of what the model looks like in practice.  The workshop will include practical advice and some exemplar lessons for the mathematics classroom.  Delegates will have the opportunity to work together on some intriguing mathematical ideas and consider how their own mathematical content knowledge and mathematical pedagogical knowledge impact on a school’s readiness to move to a mastery approach.

Craig Barton

Harnessing the power of intelligently varied sequences of examples and questions is Craig’s latest obsession. Here you will dive into why Craig believes the simple process of: Reflect, Expect, Check is one of the keys to learning. Then you will  look at four different ways you can utilise the principles of variation theory is lessons, in the form of Practice, Rules, Demonstrations and Patterns, and how they can be applied to any topic in mathematics, and with any age of students. Be warned: this is a bit controversial!

Sarah Chamings

In order to deliver mathematics so that learning is both ‘durable and flexible’ (Soderstrom et al) we need to ensure that children really understand and are not just ‘performing’ mathematics. By using multiple representations in the mathematics classroom we, as educators, can provide children with the tools that they require to grasp a concept and not just a set of rules or algorithms. However, we might have only ever been exposed to the symbolic representations in our own school career, therefore creating a gap in our own pedagogical subject knowledge. This session will be chance to do some maths, to play with some representations and to begin to explore new ideas. The session is aimed at those who are new to using multiple representations in the classroom and will cover concepts from the National Curriculum for key stage 2 and 3, a useful self-assessment guide can be found here https://educationendowmentfoundation.org.uk/public/files/Presentations/Publications/Maths/5660_EEF_-_Maths_Guidance_RAG_v5.pdf

Sarah Coltman & Refhet Akhtar (Early Years)

This workshop will focus on progression in pattern skills, supporting EY and Y1 teachers to close gaps in children’s learning and provide a secure scaffold for their next steps. Children enjoy making and exploring pattern; this workshop will provide a range of ideas to exploit this enjoyment as a hook for wider mathematical learning.  It will extend specific vocabulary so children have precise language to describe their work, and can talk about the ‘unit of repeat’ or the ‘iteration’ and confidently discuss what they see. Ideas shared will support ‘generalising’ and discussion of similar patterns in different contexts. Work on pattern provides a firm foundation for work across different mathematical strands, including algebra– come and see how you can support your EY and Y1 teachers!