primary & secondary education
2

Delivering Outstanding Mathematics Teaching in Schools

primary & secondary education

08:45 - 16:20

Thursday 19 March 2020

Central London

This Forum will provide participants with the opportunity to discuss how to deliver outstanding mathematics teaching from key stage 3 through to key stage 5. Participants will hear updates from the Association of Teachers of Mathematics, OCR and the University of Oxford on effectively teaching and assessing maths under the new curriculum and the the recent PISA research in relation to maths ability across the UK. Additionally, award-winning schools, colleges and a Maths Hub will share how to develop a mathematical mastery approach, improving mathematics teaching through secondary ‘work groups’ and developing coaching techniques to drive high attainment and increase pupil engagement.

Audience

This Forum is specifically designed for Secondary Schools and Further Education Institutions. Typical job titles will include:

  • Heads of Mathematics
  • Mathematics Teachers
  • Headteachers
  • Deputy and Assistant Headteachers
  • Faculty Leaders for Mathematics
  • Teachers of Mathematics
  • Subject Leaders
  • Curriculum Leaders
  • Curriculum and Qualification Specialists
  • Senior Lecturers
  • Mathematics Education Consultants
  • Maths Hubs Leads

This Forum is also open to Higher Education, Local Government and the Voluntary and Private Sectors to encourage networking and debate.

Key Speakers Confirmed:
  • Heather Davis, Chair of General Council, Association of Teachers of Mathematics (ATM)
  • Neil Ogden, Subject Advisor, OCR
  • Jenni Ingram, Associate Professor of Mathematics, Department of Education, University of Oxford
  • Michael Anderson, Mathematics Specialist, STEM Learning 
View the agenda and additional speakers

08:45

Registration, Refreshments and Networking


09:30

Chair's Welcome Address

Dr Kevin Houston, Senior Lecturer- School of Mathematics, University of Leeds, Member, London Mathematical Society (CONFIRMED)


09:40

Interactive Slido Session

The day will begin with a 10 minute interactive session, led by the Chair, in which delegates will be able to raise key concerns and inform the Chair of what they would like to discuss during the course of the day, guiding the debate and directing the conversation.


09:50

Morning Keynote: Exploring Effective Mathematics Teaching Models: Encouraging Pupil Agency- Path Soothing and Creating Inquiry Classrooms

  • Exploring ATM’s 2019 ‘Mathematics Teaching MT268’ report which outlines effective models for teaching mathematics including through path smoothing, challenging model of learning and creating Inquiry maths classrooms
  • Highlighting how to take the path soothing approach by taking small steps in teaching mathematics achieved by creating sequences of practice questions which are ‘minimally different’ by changing only one aspect of the questions at a time
  • Demonstrating how to develop a challenging model of learning through encouraging student agency and allowing students to select their tasks, achieved for instance by using regulatory cards that support students in directing their own inquiries into mathematics
  • Effectively creating an inquiry classroom by supporting students to pose questions connected to their existing knowledge, further helping to prompt mathematical answers

Heather Davis, Chair of General Council, Association of Teachers of Mathematics (ATM) (CONFIRMED)


10:10

Special Keynote: Exploring Student Performance To Date and Resources Available to Aid Teachers in Preparing for Assessments- A Focus on GCSE, AS and A Levels

GCSE

  • Analysing the results of GCSE (9-1) Mathematics assessment to date
  • Exploring how teachers can best prepare students for assessment, including through taking advantage of readily available tools and resources such as Check In tests, Analysis Grids and Delivery Guides
  • Outlining the free ‘ExamBuilder’ online tool enabling teachers to build their own test papers as mock practice ahead of assessments

AS and A Levels

  • Analysing the results of assessment to date, under the reformed specifications of linear, decoupled AS and A Level qualification in Mathematics and Further Mathematics
  • Exploring resources available to teachers to help preparations for assessments, across different aspects of the new reformed qualifications

Core Maths

  • Understanding the benefits of the new ‘Core Maths’ Level 3 qualifications available to post-16 students, which help students develop quantitative and problem-solving skills

Neil Ogden, Subject Advisor, OCR (CONFIRMED)


10:40

Case Study: Achieving Excellence in Mathematics Teaching Through Innovative Teaching Techniques

  • Exploring the academy’s innovative classroom teaching techniques including a non-traditional coaching of student teams who are held to account for the academic conversations they have during lessons
  • Demonstrating how this approach drives students to succeed by only awarding students as successful once all the students can collectively solve the designated problem
  • Highlighting the progress of the department who achieved a progress 8 score of +1.34 in 2018 compared with the previous year’s +1.12 and moved the school’s maths GCSE from 78th percentile in 2016 to the first in 2018
  • Analysing the school’s future plans to disseminate best practice across the school by integrating the teaching techniques into other key subjects and as a standard for teacher CPD

Winner of the TES School Awards 2019 for Mathematics team of the year

Ban Kubba, Head of Maths, The Totteridge Academy (CONFIRMED)


11:00

Questions and Answers Session


11:20

Refreshments and Networking


11:40

Special Keynote: Demonstrating How the PISA Mathematics Framework Can Help Raise Attainment in Mathematics Learning

  • Discussing the 2018 PISA Mathematics Assessment findings in relation to maths attainment across the UK, and the developments introduced by the 2021 framework
  • Outlining how the frameworks emphasise the contexts in which students will face mathematical challenges including change and relationships, space and shape, quantity, and uncertainty and data
  • Considering how PISA can be used effectively to support the raising of attainment among maths pupils including through the ‘six key understandings’ to provide structure and support to mathematical reasoning
  • Analysing the ‘mathematical reasoning wheel’ which identifies 21st century skills needed and explores how teachers can formulate, employ, interpret and evaluate mathematical reasoning

Jenni Ingram, Associate Professor of Mathematics, Department of Education, University of Oxford (CONFIRMED)


12:10

Case Study: Taking an Innovative and Inclusive Approach to Maths Teaching- Understanding Your Students

  • Exploring how the subject was made more enjoyable by the teacher by holding 7am drop-in sessions, running a school maths Instagram account and sitting the A level exam with her students to improve teaching
  • Highlighting how teachers who do not have an academic maths background can become more specialised in the subject through subject knowledge enhancement (SKE) courses
  • Demonstrating the success of the teaching style which led to raised attainment in maths and improved exam results
  • Highlighting how to make the classroom an environment where pupils want to be involved in and feel settled including through following up on their progress and any setbacks regularly

Winner of the prestigious Pearson Silver Teaching Award 2019

Winner of the Maths Teacher of the Year Award at the Annual Tes Awards 2018

Nicola Whiston, Director of Teaching and Learning, Ormiston Academies Trust (CONFIRMED)


12:30

Questions and Answers Session


12:50

Lunch and Networking


13:50

Special Keynote: Integrating STEM Skills into the Maths Curriculum at Your School

  • Exploring the significance of cross-curricula learning between maths and science, especially through teaching ‘STEM skills’ helping students to see the benefits of the links between STEM subjects and improve subject knowledge
  • Demonstrating how maths teachers can partner with curriculum leads from design and technology who share similarities in the curriculum, to coordinate lesson plans and teach STEM skills in unison
  • Outlining how maths learning can be improved through STEM Ambassadors who run free STEM clubs, teach STEM skills and help to improve career prospects for maths students
  • Learning about resources available for schools to integrate STEM skills into the maths curriculum, including using the National STEM Learning Centre for maths CPD and tools to teach STEM skills

Michael Anderson, Mathematics Specialist, STEM Learning (CONFIRMED)


14:10

Workshop: Utilising Innovative Mixed-Attainment Mathematics Methods to Enhance the Quality of Teaching

  • Exploring approaches to be used when teaching mixed attainment classes and to improve teaching across the department
  • Outlining the benefits of utilising mixed-attainment teaching, such as encouraging growth mindset, boosting standards and self-esteem and embedding more pupil collaboration
  • Sharing activities and teaching approaches utilised in mixed-attainment mathematics teaching and guidance on how to plan lessons in this teaching style
  • Analysing concerns over this use of mixed-attainment teaching: avoiding teaching to the middle and ensuring that the brightest pupils are pushed to reach their full potential whilst lower-attaining pupils are still supported

Helen Hindle, Director of Studies for Mathematics, Park View School (CONFIRMED)


14:50

Questions and Answers Session


15:10

Refreshments and Networking

During this networking break, delegates will be able regroup in designated areas to discuss specific themes such as: curriculum design, pupil engagement, and extra-curricular activity


15:30

Workshop: Exploring the Use of Technology for the Teaching and Learning of Mathematics

  • Developing resources to encourage the use of technology in mathematics by exploring GCSE, A level and further maths tasks using the GeoGebra app
  • Updating the curricula to Further Pure Mathematics with Technology and demonstrating how schools can use online resources and videos to support students learning the content of Further Pure Maths
  • Demonstrating which software is suitable for developing the A level pure mathematics curriculum including TI-Nspire software and CASIO ClassPad software
  • Learning how teachers can take part in CPD at their school through feedback and lesson observations, leading to feedback on how technology can be effective in teaching

Tom Button, Mathematics Technology Specialist, Mathematics Education Innovation (MEI)  (CONFIRMED)


16:10

Questions and Answers Session


16:20

Chair's Summary and Close

*programme subject to change


According to the most recent Pisa test by the Organisation for Economic Co-operation and Development (OECD), the UK as a country has reduced in its quality of mathematics provision since 2013, with a ranking of 27th for Mathematics provision in 2016. This is particularly concerning considering that almost 25% of students opt to take Mathematics at A Level, making it the most popular A Level subject.

As a result of these findings, OECD are developing the ‘PISA 2021 Mathematics Framework’ which outlines how mathematics content knowledge is organised into four content categories. It describes these as categories of contexts in which students will face mathematical challenges including change and relationships, space and shape, quantity, and uncertainty and data. With these challenges in mind, Pisa 2021 demonstrates how we can use new technologies and trends in which students are creative and engaging to overcome key mathematical challenges.

Furthermore, in an attempt to raise standards, the Government implemented a reformed maths curriculum, to be taught from the academic year 2016/17. These reforms included the inclusion of higher quantity and more difficult content, a greater emphasis on problem-solving and mathematical reasoning, a requirement to memorise formulae and a new grade structure. Other key changes the government are making is the development of over 32 local ‘Maths Hubs’ across the UK which offer support to teachers and schools to improve maths education and updated guidance on ‘English Baccalaureate’ which is proven to help improve students performance in mathematics.

Additionally, the Maths profession is facing a teaching shortage with approximately 50% of maths and physics teachers quitting the profession within five years. As a result, the government has launched a new Teacher Recruitment and Retention Strategy in 2019 which includes a phased bonus for maths recruiters of up to £20,000 tax-free in their training year, with additional £5,000 tax-free payments in both their third and fifth years of teaching – rising to £7,500 for teachers working in more challenging schools. The strategy aims to create the right climate for leaders, generate a career offer that is attractive to teachers, including maths teachers and make it easier for the right people to become successful maths teachers.

In light of continued reform within the profession and the ongoing teaching shortage it is imperative that the education sector works in collaboration to share best practice, share available resources and implement outstanding teaching practices to ensure that teachers are able to raise attainment levels for pupils studying mathematics.

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