‘I hated Maths at School’. You’ve heard it in parents evenings, on the radio, sports commentators to name but a few. It has become scarily common place and acceptable for particularly women to say they hated or were no good at Maths. So how do we change this narrative for future generations? And can we do anything to change the story for adults now?

Don Steward was one of the greatest maths task designers of all time. New teachers might not be aware of his resources, and experienced teachers might have forgotten how brilliant they are. In this workshop I will share lots of examples of Don Steward's tasks. Come along and you will be delighted by what he created, even if you already know and love Don Steward.

"In this session we will explore: - What number sense is and its crucial importance in early maths and beyond - Practical games, activities and classroom routines to help pupils strengthen their number sense - Ideas for building number sense around much bigger numbers, decimals and negative numbers"

Do your students sometimes struggle to complete multistep processes? Do they start questions and forget how to finish them? Teaching backwards to secure success might be the answer you’re looking for! Teaching backwards is the big brother to backwards fading. It is an approach I have been using in several different schools with great success. This approach works really well for students in KS2 to KS5 and beyond! Come and explore how this methodology can secure success for your students and think about where you can use this in your teaching.

In this workshop, we'll take a look at using self-explanation prompts together with worked examples. We'll look at the research behind self-explanation and how this can be used with worked examples. Finally, we'll work together to improve prompts to get the most from students. Summarise this table.

Algebra is about so much more than symbols and rules. Thinking algebraically is about noticing, generalising, pattern spotting, all the things we want mathematics learners to do and things that any learner of mathematics can do. This workshop will explore how the use of structure can support all learners in thinking algebraically - whether they graduate to symbol use or not.

A workshop focusing on A Level looking at how you can use variation theory to write sequences of questions that get students thinking about exactly what you want them to be thinking about! Also looking at how writing sequences of questions can be used to zoom in on specific student misconceptions, as CPD within a department and also as a fun way to explore the edge cases within different topics. Participants will leave having written their own sequences of questions and a structure with which to write many more within their own departments.

Using question level data from the Pearson Edexcel exam board, we will look through some of the key topics that the "next grade up" for grade A*, A, C and E students. This workshop promises to provide you with some food for thought in your own context.

In this workshop we will take a look at a selection of all-time great mathematical tasks. Ones that have stood the test of time, that would have their place in any curriculum, that could be studied in PGCE courses, and one that have sparked whole new genres of tasks. We will analyse and discuss what makes these tasks work so well, how best we can use and adapt them for our lessons, and how to make new tasks that share the same ideas and benefits.

Do you lead, aspire to or just have an interest in how different leaders both past and present have handled different issues, this session by Dave Faram, Pete Mattock, Jon Cripwell and Julia Smith covers a wide spectrum of leadership experience in leading maths in schools in different settings. We aim to give you ideas on how to handle the challenges that are faced or reassurance about what you are doing. Whether, homework, schemes of work, exam boards, workload or any other areas, this will be largely a Q and A session in which we hope to bring together the experiences in the room to develop mathematical leadership.

Significant Figures and Standard Form, seemingly simple topics which baffle students to no end. So, how can we make it more memorable? In my session, I will explore common misconceptions, and show my current teaching methods for these subjects, along with plenty of time to discuss with fellow delegates. We will look at the importance of vocabulary, and question whether traditional shortcuts and explanations are getting in the way of understanding.

A research project found that attitudes towards mathematics reported by two KS3 maths groups improved after a half-term’s worth of lessons with embedded History of Maths (HoM) content compared to groups following the same scheme of work without added HoM content. This workshop will provide an overview of that project and its findings, followed by some of the researchers’ favourite stories from maths history, some tips for identifying and collecting curriculum-relevant HoM themes, and suggestions about how to use them to enrich curriculum teaching.

Ultimately, classroom learning leads to real-world applications of mathematics in industry. But how does your exam-focused curriculum currently relate to the modern world of STEM in industry? With the advancements of AI, personalised medicine, software development, and robotics, how can we better prepare our students for STEM careers? In this workshop from an experienced mathematics educator, keen to encourage more young people into STEM careers, you'll see some examples of how the two worlds can connect, and make the curriculum come to life for your students.

Think phonics for times tables. This workshop explores a structured, strategy-based mastery approach that builds fluency, reasoning, number sense, and confident maths talk. Discover how to break each times table into small, connected fact groups that build on what children already know, using key representations to deepen understanding so facts make sense and stick. Packed with practical ideas to take straight into the classroom.

There's widespread agreement that students' problem-solving skills need to improve. But perhaps the biggest issue with problem-solving is the problems themselves. Many word problems that are posed to school children are not engaging, nor do they encourage many of the problem-solving strategies that are required in the real world. In this session, Rob Eastaway will look at some 'problematic' problems, and introduce others that are more likely to provoke curiosity that makes people WANT to solve them.

Teachers often use visualisation aids; however, students do not typically have the opportunity to interact with these, as they are almost always diagrams. These static aides do not stimulate the curiosity of learners because they are not responsive to the learners. This workshop will provide an opportunity for teachers to see how different topics could be made interactive using Desmos, GeoGebra, graphing calculators, and other tools. We will consider how these can be a useful classroom aid.

Within the Mathematics classroom, I often hear students say "I know the answer, but I'm not sure how to explain how I got to that answer". In this session, we'll explore the challenges students face when engaging in Mathematical oracy and offer practical strategies to support and develop their verbal reasoning and communication skills. The workshop will focus on how we can develop a classroom culture that prioritises rich Mathematical talk and helps all pupils find their voice in maths.

This hands on workshop will engage participants through exploration of mathematical statements. Will it be… always, sometimes or never true? We will discuss how the statements can be used along with the guidance and manipulatives to develop both their mathematical understanding and problem-solving abilities within your settings – whole class, small groups, 1-1, CPD training etc.

A workshop on how to find and deliver investigations. A few tips on how to have go to challenge tasks that are simple to set up and hard to do. Some fun being creative writing and testing challenge questions for GCSE maths.