General Session Abstracts
For your convenience, the codes below indicate the area of
interest i.e. Primary (P),
Secondary (S), Post-16 (P16), or General (G).
David Acheson
Proof by Chocolate, etc.
G
What do we mean, exactly, when we say that a mathematical proof is
elegant, or
even beautiful? I will explore many examples from both pure
and
applied mathematics, ranging from the elementary and well-known to
rather more
exotic methods....including proof by chocolate.
Rod Bond
Is It Really Possible To Motivate Young People
To Study Mathematics At A level And Beyond?
S
This session will examine ways in which young people can be
motivated to study A level Mathematics and thereafter pursue a
Mathematics related degree course. Liaison between
schools/higher education and industry is essential if we are to
succeed. The session will outline ideas which are currently
being developed.
Douglas Butler
Making the most of Word and the
Internet P, S, P16
This session will serve up a few
simple tricks in Word that should save you hours of preparation
time, and include a roam through a large list of mathematical web
sites.
Douglas Butler
Putting Autograph 3 to work on an
Interactive Whiteboard
P, S, P16
A review of the IWB facilities that
are built into Autograph, and a discussion of effective techniques
to make a whole-class lesson truly engaging and interactive, and not
just a 'show and tell'.
Alan Camina and Barry Lewis
1707 and all that!
G
This year is the tercentenary of
Euler's birth and as it occurred on 15th April, it doubtless
coincided with that year's conference. In this lecture, the history
of one of the greatest mathematicians of all time (Laplace said of
him, "Read Euler, read Euler. He is the master of us all.") will be
presented - the times and events throughout his life together with
aspects of his monumental and daring mathematical achievements.
Alison Clark-Wilson
Interactive teaching of KS3 and 4 mathematics using
ICT
S
The
Mathematical Association has been working in collaboration with
BECTa, the DfES and London Grid for Learning to develop a range of
innovative classroom resources that aim to support the professional
development of mathematics teachers use of ICT with pupils. In this
session you will get the opportunity to explore some mathematical
themes that use ICT to support pupils to conjecture, discuss, reason
and prove at key stages 3 and 4.
Alison Clark-Wilson
Teachers' TV - what's on the box for KS3-4
mathematics?
S
The
Mathematical Association has been working in close collaboration
with Teachers’ TV to produce a range of stimulating programmes to
support teachers’ professional development and, more recently,
programmes for pupils. In this session you will be given the
opportunity to review and discuss the innovative approaches used and
consider how the resources can be best used in mathematics
departments.
David
Crawford
It’s a Kind of
Magic! G
In this session I
will present some mathematical tricks that could be used to enliven
classroom teaching. The tricks will be largely numerical, giving
the chance for pupils to practice mental and written arithmetic
skills and to use algebra to prove why they work, although
there will be some card tricks for variety. For regular conference
goers, there will be a number of new tricks presented. A calculator
and a willingness to participate will be very useful.
John Dabell
Active Assessment in Maths
P
Do you want to ensure that pupils are successful
at maths and also develop the ability to think? Are you convinced
about the value of assessment for learning but unsure about how to
implement it in your teaching? If so, this session is for you. It
explains how thinking, learning and assessment can be integrated in
maths lessons. You will leave with a range of practical
strategies to share with colleagues and pupils – strategies that
really will inspire and motivate.
Stella Dudzic
Guided missiles and greetings cards – links in
mathematics
P, S, G
Curves of pursuit can produce aesthetically pleasing patterns; this
session will include the opportunity to make a greetings card. In
addition to geometry, the underlying mathematics involves sequences
and modelling. The ideas explored could be used in a maths club or
in the classroom.
Rob Eastaway
Pick A Card Any Card
G
Playing cards have long been among the
most popular props of close-up magicians. Many card tricks depend
on sleight of hand or false decks, but there are some remarkable
"tricks" that rely not on conjuring skills but on maths. I will demonstrate some of
my favourites, and will reveal
the maths behind them. Eat your heart out, Derren Brown.
Michael Fox
Malfatti's Circles - A
Classic Problem P16, G
How can we draw three circles in a triangle, each touching the
others and two sides. We look at elementary methods, exploring their
geometry. There are more solutions if the circles extend outside the
triangle. How many? Do the methods still apply? The talk is fully
illustrated using Geometer’s Sketchpad.
Michael Fox
Arithmetical Almanacs
And Cardboard Calendars S, P16, G
Pick a date between the
years 1 and 3000. What day of the week is that? When was Easter that
year? When is the next Full Moon? We look at some simple, concise
tables that answer these questions, and see how to make cardboard
calculators that are 3000-year calendars.
Doug French
The Creative Use of Odd Moments
S
My feature under this heading has
appeared in Mathematics in School for many
years and a collection of items from past issues is to appear
shortly as an MA
publication. This session will look at ways in which some of these
items and
some new ones can be used in the secondary school classroom.
Tony Gardiner
Material for an extension curriculum for Years 7-10
S
Mathematics in Years 6-10 moves beyond experience to the formal
world of calculation (with fractions, surds, algebra, triangles,
etc.) and reasoning. What fundamental, experiences get missed by
“fast-track” KS3 programmes and current assessment? We consider a
new resource relatively close to classroom realities, which provides
plenty of challenge for top sets in ordinary schools.
Rachel Gibbons and Mundher Adhami
Creating an Inclusive Mathematics Classroom (1)
P, S
Doing some mathematics at your own level then analysing your
reactions to the experience.
Rachel Gibbons and Mundher Adhami
Creating an Inclusive Mathematics Classroom (2)
P, S
Using insights gained in session 1 to develop an activity for some
of your pupils who have found mathematics difficult and considering
the working environment you want to create for them.
Jennie Golding
Activate, Activate…
S, P16
It is very easy to
‘get away with’ chalk-and-talk in sixth form lessons and with more
able GCSE groups. In this workshop you will move beyond the
Standards Unit material to a variety of engaging and motivating ways
of working with Higher Level GCSE and A Level material. Be prepared
to join in (singers especially welcome!)
Jennie Golding
Beginning as a Maths Teacher: A New Look
P, S, P16, G
Time for a revamp
of this useful little book. Come along to add your ideas/experiences
of what an NQT needs: an informal discussion and pooling of ideas.
Recently-qualified teachers, mentors, HoDs, Maths Ed lecturers and
any others welcome: there are opportunities to write, edit or just
pool your ideas.
Paul Harris
How to work out sin(57.2958o) using only
arithmetic
P16, G
We all use
calculators to work out quantities such as sin(57.2958o),
but how do they do it? This talk will look at different methods for
working out sin(57.2958o), some practical and some not so
practical, and see how they can be used to produce algorithms for
working out different functions using only the four arithmetic
operations. Please bring a calculator to the session.
John Harrison
The Helical Number Line
P
The teaching of the number system beyond the
simple number line seems to require serious attention. The switch
from the number line to the number square is very difficult for many
children, particularly the less able.The Helical number line offers
an alternative route for children to take, with very effective
results.
Jenni Ingram, Steve Edwards and Sue Forrest
Assessment for Learning Workshop
S
Experimenting together with tasks and tools to promote Assessment
for Learning, including the use of mini-whiteboards, matching cards
and students’ posters.
Janet Jagger
Ptolemy and his Table of Chords -
The Creation of Trigonometry S, P16
We shall look at Ptolemy and his chords, and a brief overview of how
trigonometry came to be what it is today.
Donald Keedwell
More on Sudoku and Magic Squares
G
We shall draw attention to the fact
that Sudoku-like layouts have been proposed for use in the design of
field experiments for many years. We shall consider also how
orthogonal Sudoku squares may be constructed and show that we can
use them to produce magic squares of a special type. There will be
an opportunity for the participants to solve some of the problems
arising in both of the above connections for themselves.
Gill Leahy and Chris Stone
Creating a truly interactive mathematics classroom
S
Interactive whiteboards don’t create an interactive classroom – the
way that they are used does. Many schools are now equipped with
interactive whiteboards but how many are used to their potential?
Two former Mathematic ASTs will share ideas of how to use
interactive whiteboards and other interactive classroom technology
creatively.
Gill Leahy and Chris Stone
Integrating Assessment for Learning in Mathematics
G
This
is a practical session aimed at those with little or no experience
of using an interactive whiteboard. Participants will be expected to
come to the board and investigate the different tools and features.
All participants will have a training CD to take away which does not
require a whiteboard to use.
Gill Leahy and Chris Stone
Workshop – Practical activity exploring the latest
features of an interactive whiteboard
G
This
is a practical session aimed at those with some experience of using
an interactive whiteboard. Participants will be expected to come to
the board and investigate the latest tools and features. All
participants will have a training CD to take away which does not
require a whiteboard to use.
Ton Lecluse
Geocadabra Magic
P, S, P16
Geocadabra is a computer program that I am developing since 1993,
parallel to my teaching efforts. In this workshop you are my pupil
(of age 10 – 20). You will discover how Geocadabra can be used in
class to enhance the teaching process of understanding and
developing unexpected insights while learning mathematics.
Ton Lecluse
Geocadabra, A Complete ICT Solution
P,
S, P16
Geocadabra is a computer program that I am developing since 1993,
parallel to my teaching efforts. Its philosophy is to avoid
difficult mathematics, and to help the child (of age 10 – 20) in
understanding the mathematics on his own level. So the software can
easily be used without documentation. You will learn in this
workshop how to use Geocadabra.
Mary Ledwick
Mathematics
Across the Curriculum Workshop
S
A
number of issues will be address in this session including the
management of Mathematics Across the Curriculum and the development
and implementation of a whole school policy. In addition there will
be the opportunity to consider strategies and resources to support
the development of Mathematics Across the Curriculum.
Gerry Leversha
What Makes A Good Maths Problem?
S
What makes a good
mathematical problem? One which is based on a surprising and
exciting mathematical revelation? One which relies on very simple
ideas but combines them in a novel and unexpected fashion? One which
permits several different approaches? One which can be generalised
and developed? One which allows a variety of results from
mathematics to be combined in an elegant and enlightening way?
Probably a combination of all of these criteria …
In my
talk, I will discuss some of my favourite problems, say why I like
them and explain how they can be used to enrich the diet of school
mathematics and present a challenge to able pupils.
Barry Lewis
More Power to Pascal
G
Pascal's triangle is a source of
arithmetic wonder. In this lecture, other aspects of the triangle
will be explored - its powers as a matrix, and the wonderfully
simple form that these take, which lead naturally to its exponential
and even to its cube root. Another array that shares these same
properties will also be explored. These are the only such arrays
that have this simple, intriguing property.
Lynne McClure
Year 6 and can already do it all - what's next?
P
If you're a middle of the road level 4 the move from primary to
secondary school is usually OK. If you're a level 5 and able, the
tendency in primary school is to offer you secondary work a year
early, and in secondary school to repeat it. Year 7 work might be
engaging but is likely to be boring, disappointing, or even
traumatic. What's the answer? This session will be an opportunity to
share strategies already successfully used, and consider some
alternatives.
Heather Mendick
Moving Images of Maths
G
This session will
use extracts from popular culture, including films, television
programmes and computer games, to explore images of mathematics and
mathematicians. We will look at how gender, class, ethnicity and
sexuality are linked with these and discuss what are the
implications of such images for maths teachers.
Paul Metcalf
The Changing Face Of
GCSE Mathematics
S
The talk will take a look at
the changing face of GCSE mathematics and attempt to pull together
some of the many changes that are envisaged for assessment at the
end of Key Stage 4. The session is intended to inform as well as
share ideas so please feel free to contribute.
Penny Munn
Developmental
psychology in the maths class
P
This session will
illustrate how the psychology of number development can inform maths
teaching in early years and primary school, and how such knowledge
can be useful in diagnosing problems in maths learning. The model
drawn from developmental psychology is particularly useful for
differentiating between 'number' and 'maths'.
Jenny Orton
A Belated Gap Year
G
Working in any developing country is
difficult, but working in a country perilously close to the bottom
of the human development index threw up a fair number of
'challenges'. This session will give you an insight into the life of
a VSO volunteer, and a chance to think about how to create practical
activities out of nothing!
Jennie Pennant
Group Encounters
P, S
This
workshop explores collaborative problem solving where students work
in groups, each having a part of the information needed to solve the
problem. Trying out some problems will be a prelude to looking at
the challenges in devising them. Participants will have the chance
to produce some new examples.
Jennifer Piggott and members of the NRICH team
Future Perfect
G
This session is about doing some mathematics together, getting a bit
stuck and thinking about how we might share that experience with our
students so that we, and they, can feel positive that a problem may
be difficult but a solution is worth striving for.
Sue
de Pomerai
Teaching Decision Mathematics
P16
Why study Decision
Maths? What is it useful for? What’s the best way to approach it
with students?
This session aims
to give some context to this area of Mathematics for teachers who
have just started teaching it or may be thinking of doing so in the
future.
Sue
de Pomerai
The
Further Mathematics Network
P16
The session will give information on the aims of
Further Mathematics Network, an update on the progress made by the
Network since its inception and explain the support offered by the
Further Mathematics Centres to schools who register with them. This
will be followed by discussion where participants can suggest
activities/resources that would be of use to them in their school or
college.
Post-16
Subcommittee
Post-16 Forum
P16
The forum is an opportunity to find out about current developments
in Post-16 Mathematics, to put forward your views and find out what
other people are thinking, and to find out about the activities of
the Post-16 Subcommittee.
Rachael Read
Creating engagement and enjoyment in your classroom
P, S, P16
During this session we will complete a variety of activities
designed to deliver content in an engaging way. Through discussion,
investigation, games and puzzles maths lessons can become
enthralling. You will leave this session with a multitude of ideas
to apply in your classroom.
Bill
Richardson
UKMT: a look at some of the less widely available
papers
S, P16, G
Most people in
maths education in the UK will be familiar with the mass challenges
provided by the UKMT. In this session, there will be a chance to
try and discuss some questions from a follow-up round of the
Intermediate Challenge.
Bill Richardson
An Introduction To The MA Annual
Conference For New Delegates
G
An introduction to the conference for those attending for the first time (and anyone else who would like to know more).
John Rigby
Diverse Geometrical Topics Involving The Number 7
S, P16, G
What is the connection
between such apparently diverse topics as a real configuration of 21
points lying by fours on 21 lines, a Penrose-style tiling with
centres of local sevenfold rotational symmetry, and an Islamic
interlacing pattern in Kensington? Some special isosceles triangles
provide the answer.
Anthony Robin
Some Calendar Problems
G
We
shall look at a mental way of calculating the day of the week, as
well as one better suited to a machine. Also is the 13th
more likely to be on a Friday? And some ways of finding Easter.
Liz Russell
Connecting the
Learning
S
In my role as an AST I have been working with
primary colleagues and have also been part of the DfES pilot for
active learning post 16. The combination of the two have made me
take a fresh look at how we teach GCSE in particular to C/D
borderline pupils. This session will explore how we can put a
scheme of learning together which is themed and connected. It brings
together the work of Alistair Smith, Susan Wall and Malcolm Swann.
Chris Sangwin
How round is
your circle?
S,
P16, G
A circle has
constant width, however there are also non-circular shapes of
constant width. This talk examines this geometry and gives some
applications, eg a drill which cuts a square hole. Then we examine
the tests used by practical engineers to establish departures from
roundness.
John Silvester
A Painless Introduction To Elliptic Curves
P16, G
Elliptic curves have a fearsome reputation, featuring in Wiles’
proof of Fermat’s Last Theorem, and in modern cryptography. I shall
give a simple-minded introduction, avoiding most of the
technicalities, and show (with help from Geometer’s Sketchpad) how
elliptic curves can be used, for example, to prove Poncelet’s
Porism.
Rob
Simpson
Flexible Interactive Excel Workbooks for Maths
Teachers
S, P16
The
session will consist of two sections. The first will look at the
ready made resources I have created and how they can be used in the
classroom. The second will involve creating your own
interactive Excel workbook. A reasonable understanding of
Excel is required.
Marcelo Staricoff
Inspiring all- using philosophy and
creativity to teach Mathematics in the Primary Classroom
P
The workshop will describe how a thinking skills and creative
approach to the curriculum is able to induce a love of mathematics
in children. Participants will experience strategies first-hand,
including thinking skills starters, mind maps, philosophy, powerful
learning, concept lines, maths investigations, improvisation games
and open-ended home-learning tasks
Ian Sugarman
Digit Counters
P,
S
Digit
counters are a brand new item of equipment designed to be used
investigatively and to play number games. A wide range of ideas for
engaging children in solving problems whilst developing their mental
calculation skills.
Geoff
Tennant
3a + 2a = 5a without apples
S
The
‘algebra as object’ analogy is frequently used in teaching
simplification of algebraic expressions, but subsequently causes
major problems. This session will explore a range alternatives,
examining them from mathematical and pedagogical viewpoints.
Working with colleagues teaching mathematics not originally trained
to do so will also be discussed.
Peter
Thomas
Putting the horse before the cart
P16
An account of how
one teacher has come to introducing integration before
differentiation, and how he goes about it.
Michael De Villiers
Generalizations of the nine-point circle, Euler line,
Spieker circle and Nagel line
S,
P16, G
A personal rediscovery of a beautiful generalization of the
nine-point circle (circumcircle of the median triangle) to a
nine-point conic with Sketchpad will be given. Though first
discovered in the 1880's, it is not well-known nor is an associated
generalization of the Euler line (which does not seem to appear in
available literature). Lastly, an analogous generalization of the
so-called Spieker circle (incircle of the median triangle) to a
Spieker conic (and associated Nagel line) will be discussed.
David Wells
The Curious And Interesting Connection
Between Mathematics And Abstract
Games G
It is said that behind every maths teacher there is a philosophy of
maths. Mathematics and abstract games are closely connected and the
link points to ways of approaching and teaching mathematics that are
entertaining, illuminating and effective. The session will be
illustrated by examples for members to tackle themselves.
Hugh Williams
Using LOGO To Explore The Geometry Of Flowing Windows
G
In most mediaeval windows any arc you see is a circular arc. But in
some Flowing Windows the radius of the arc changes somewhere along
its length. For many years I could find no way to treat this
accurately until I combined the digital camera and LOGO. The talk
will look at some of the outcomes.
Hugh Williams
Designing Geometric Windows – An Investigation
G
What master masons did and did not do when designing their windows
is a rich seam for investigational starters. Come and try one and
see if you agree.
Margaret Williams
The Primary Mathematics Challenge – What Does It Offer?
P
The Primary Mathematics Challenge is an annual event for Primary school
pupils; its prime purpose is to stimulate interest in mathematics
for pupils in Years 5 and 6. Come along and find out what is
involved, how easy it is to organise and have fun with some of the
questions.
Graham Winter
Adding spice to A level lessons
S, P16
This
session hopes to offer some ideas that will
interest/enliven/stimulate students following an A level maths
course, mostly based on topics from the first four pure units.
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