15 April 2019 - 18 April 2019
LMS Funded Bursary: This funding is open to teachers of mathematics from primary school to A-Level or equivalent (inclusive of STEP/AEA) if they are a member of The Mathematical Association or the Association of Teachers of Mathematics. Priority will be given to NQTs/early career teachers (1-3 years in post) who have not had the opportunity to attend a mathematics subject association conference in the past, with a second priority given to trainee teachers.
Applications must be received by 28 February 2019. There are 10 bursaries available, all of which have the value of £200. For further information and to apply please fill out the online form here (Terms and Conditions apply).
The Mathematical Association and the Association of Teachers of Mathematics are delighted to announce that there will be a jointly badged Annual Conference in 2019 at Chesford Grange, Warwick from 15-18 April. The theme of the conference will be Mathematics. Collaboration. Creativity.
The conference offers members an invaluable opportunity to explore new ideas and make social and professional connections in a stimulating and challenging environment that encourages face-to-face sharing and learning.
Learn first-hand about the latest developments in mathematics education and be inspired by the wide range of sessions available.
What can we learn about teaching mathematics from listening to the students that we teach? In this plenary, I will share some mathematical comments and questions from students (of a variety of ages). In each case, these have made me think more deeply about mathematics and mathematics pedagogy, leading me to ask questions of my own. For example, what is the point of ‘remembering’ when you want to ‘teach for understanding’? What might fluency with facts, procedures and concepts look like, and how can this be related to reasoning and problem solving? And how can we support students in being confident about making mathematical claims, rather than feeling lost and resorting to guessing and hoping?
Bio: Colin Foster is an Associate Professor of Education in the School of Education at the University of Leicester. His research interests in mathematics education focus on the design of rich mathematical tasks and ways in which teachers can use and adapt them in the classroom to support the students' conceptual understanding of mathematics.
Reasoning is often seen, I think, as the gold standard of mathematics: harder to learn than either fluency or problem solving and only accessible to a minority of learners. An alternative view - one that I share - is that mathematical reasoning is an extension of the sort of everyday reasoning that we all engage in. From that perspective, engaging in mathematical reasoning should be accessible to all learners, not just a select few. And contrary to another popular belief, reasoning is not necessarily dependent on fluencies needing to be taught first. So rather than treat reasoning as something special and difficult in mathematics teaching, what would it look like to have it happening ‘little and often’ in all mathematics teaching, so that all pupils come to develop reasoning as a ‘habit of mind’? In this plenary I will share some of the research into how we can help all learners reason mathematically and suggest some practical examples for bringing reasoning into the centre of mathematics lessons.
Bio: As well as being the MA's President, Mike is Professor of Mathematics Education at the University of Witwatersrand in Johannesburg, South Africa. He has previously been head of Primary Education at Monash University, Melbourne, Professor of Mathematics Education at King’s College, London and Director of BEAM Education. He also spent a year as Visiting Distinguished Scholar at City University in New York. Mike has taught at all levels in higher education, and is particularly interested in making research findings on teaching and learning accessible to teachers, which led to his return to the primary classrooms of his early career to teach and confirm research findings for himself. He now researches, speaks and writes on teaching and learning primary mathematics.
Title: Between the secret garden and the hothouse (not about horticulture)
Some years ago I set out to discover how young children might learn about number without either being left to follow their own whims or being pressurised into doing school arithmetic. With the help of creative colleagues, I think the path, although still hazardous, is becoming clearer. On the way I have found how creatively mathematical young children can be: here I will share some examples, particularly from problem solving and patterning contexts (and invite participants to join in).
Bio: Sue Gifford is a principal lecturer at the University of Roehampton. Previously a London primary teacher, her research interests include early years mathematics education and children with mathematics difficulties. She is currently working with teachers on developing young children’s pattern awareness.
Programme (draft) here.
*99% of the 2017 surveyed ATM delegates agreed that the conference provided excellent professional development
98% said there was a good selection of sessions to choose from, with 96% agreeing that the conference was good value for money
Feedback for the MA conferences
For all teachers of mathematics and those who support mathematics education: 'Inspirational - recharging, empowering, wonderful CPD and such fun...' (Conference 2016)
And the best bits are:
Some of the 2017 ATM 'Favourite things about conference?' responses:
Meeting like minded people and a number of excellent seminars.