Session |
Speaker |
Title |
Description |
Level |
| A01 |
Sandy MacRae |
Multimedia for KS3
handling data
and KS4 Statistics Project |
Introduction to Statistics
is a highly interactive
multimedia program containing
a full foundation course.
Its author will briefly
demonstrate its features
and then participants can
explore it actively and
have their questions answered. |
S, FE, HE, ITT |
| A02 |
Helen Williams (MT editor) |
Looking Inside (and writing about) Classrooms |
Looking at, reflecting upon and discussing what happens in mathematics lessons was always been an important part of the work of ATM. Come and look at, talk about and hopefully write about a lesson. Wine will be provided! MT Editors Helen Williams, Geoff Dunn, Robin Stewart. |
EY, P, S, FE, HE, ITT |
| A03 |
Douglas Williams |
Maths around the Kitchen Table |
Use hands-on problem solving tasks in primary and secondary schools to link home and school through the concept of families doing mathematics together around the kitchen table. Students work on tasks in school and take them home to continue their investigation. Student journals record their work and provide the platform for a three way conversation in writing between student, parent and teacher. In the session you will play with some of the tasks other teachers have used for this purpose; explore the web support available to extend home-school links; and see examples from student journals. Phil Boorman's session "A Marriage Has Been Arranged" will explore further the link between hands-on materials and the web. |
P, S |
| A04 |
Helen Claydon & Anne Woodman |
An Evolutionary Perspective on the Key Stage 1 Mathematics Tests |
Helen and Anne will discuss the evolution of the test and focus on changes to the nature of the test, such as the awarding of marks for using and applying mathematics and the availability of apparatus. Consideration will also be given to making positive use of children's Reponses by analysing strengths and weaknesses in school and national samples. |
P |
| A05 |
Kieron Nolan, Isaac Anoom |
Sum-it! - using clubs to make maths fun. |
This session will start with a short presentation about ContinYou, a community learning charity, and the work they have done setting up out of school hours maths clubs over the last 3 years. The middle part of the workshop will be taken by Mr Numbervator, a maths entertainer used by Continuous who will show you ideas and activities you can use in your maths club. The workshop will end with a demonstration by one of ContinYou's project schools. You will hopefully leave enthused and motivated to set up a club, or if you already have a club you should leave with some new ideas! |
S |
| A06 |
Sheila Anderson, Mary Teresa Fyfe |
Lists, Summaries and Diagrams (or stress-free Statistics!) |
This will be hands-on session exploring some of the statistical functions of the T1-83 calculator. It is aimed mainly at secondary teachers who wish to be able confidently to enter data, obtain summary statistics such as mean, median, quartiles and standard deviation and produce diagrams such as boxplots, histograms and scatterplots. Participants must bring their own T1-83 but no knowledge of statistical functions or calculator lists will be assumed. This will provide those working at KS3 and KS4 the opportunity to work with quantities of real life data, without getting swamped in calculations. |
FE, ITT |
| A07 |
Adrian Oldknow |
Innovations in ICT - 11 to 19 and Beyond |
At BETT 2005 the DfES will launch a range of ICT resources and tools for mathematics. These have a KS3 focus have involved Subject Associations and will be free to schools. They include DVD case studies, lesson and support materials, new tools for modelling with digital images etc. Other new ICT products will also be coming to the market place - many of which qualify for Standards Fund ICT grant such as e-LCs. This session will provide an opportunity to see some of the more significant ICT developments for mathematics in the past year. |
FE, HE, ITT |
| A08 |
Rachel Gibbons, Jacqui Bowers, John Hibbs and others. |
Smile with Us: The Story of the Secondary Mathematics Independent Learning Experiences |
Under the guidance of seasoned SMILERS: EXPERIENCE the atmosphere of a SMILE classroom; ASSESS some of the materials produced over the last 30 years; DISCUSS the relevance of its pedagogy for 21st century pupils. |
S, FE, HE |
| A09 |
Samuel Dagan |
Animated Mathematics (A teach-ware for first year students of science and engineering, using animated and interactive graphics). |
A couple of years ago I started a teachware project based on a course that I taught for quite a few years - an introduction in mathematics intended for first year students of physics. By teachware I mean a teaching aid that can be opened with a web browser and used by students and teachers on a PC. Although the teachware is aimed for students of physics and engineering, his unique features could make it useful for any science and mathematics students. It is based on the XML syntax and includes interactivity with the reader and graphical animations. This makes the teachware also a tool for self learning and the lecturer could use it for projecting graphical animations related to the material she/he is teaching. At the time of the conference the teachware will include the final version of calculus (differentiation and integration) of one dimension and some sections of more advanced material. I am willing to give a presentation at the conference with demonstrations of the teachware which could be of interest for educators of mathematics. I am ready to send a more detailed abstract upon request. |
FE, HE |
| A10 |
William O Lacefield III |
Creative Strategies for Building Meaningful Connections Between Communication and Mathematics |
This session will provide a rationale for using many types of communication (including fiction and non-fiction children’s books, poetry, riddles, puzzles, word games, and newspaper articles) to teach mathematics concepts and skills to young learners. Several specific pieces of literature will be shared with the audience, along with ideas for integrating vignettes from the literature with meaningful opportunities for reasoning, problem solving, development of mathematical vocabulary, and reinforcement of important skills. Audience members will be encouraged to contribute to the discussion. All will leave the session with handouts of lesson-starters and engaging, ready-to-use activities. |
E, P |
| A11 |
Dave Miller & Doug Averis |
Enhanced Interactive Mathematics Teaching |
Our research work into the use of interactive whiteboards suggests that in order to make the best use of interactive whiteboards one needs to consider the design of materials and how to use the interactive whiteboard in order to enhance practice. This session will look at the pedagogic implications of the use of the interactive whiteboard based on our experience in research and design of materials. We will also consider the implications for CPD. Some materials will be provided. |
S |
| A12 |
Ro Bairstow |
An ICT - Enhanced Mathematics Programme for Secondary and Upper-Primary Students |
Ro, mathematics teacher and the developer of the Scholarnet Maths online sites, will demonstrate how mathematics programmes at secondary and upper primary level can be enhanced across all levels, abilities and the topics using just four major and affordable resources; ExploreMath, Microsoft Office, Maths 300 and MathsOnline. These resources allow concepts and skills to be explained, clarified and reinforced using animations, simulations and a range of interactive activities, with the added advantage of student and teacher across both at home and at school. |
P, S |
| A13 |
John Mason |
Developing Algebraic Thinking: Reasoning with Labels and with Variables |
Arising from the Centre for Mathematics Education, Open University's recent book, and related course Developing Algebraic Thinking. I want to explore the transition from reasoning with labels (symbols which refer to a quality of a particular object) to reasoning with variables (symbols which refer to a class of objects). Very young children can reason with labels, Davydou and Dougherty have both shown. They can also reason with generalities. Here I am concerned with using learners' natural powers as roots of algebraic thinking and with the role played in moving form labels to variables as a c........... of a route to algebra. |
P, S |
| A14 |
James Nicholson |
Using Excel for Statistics Coursework in GCSE Maths |
Excel is universally available in schools, and has many powerful statistical features that can be used surprisingly easily and with little previous experience of working with Excel. This session will look at the principles of data handling and how to deal with complex data sets, where multiple variables are to be considered: an area which has not traditionally been covered by textbooks. |
S, F |
| A15 |
Tony Gardiner |
PSJ: a new Problem Solving Journal for students. |
An invitation to teachers to look back at some of the gems from the first 4 issues, and to comment on how the journal could be improved for wider use. |
S |
| A16 |
Simon Purton |
Mathematics in the Ministry of Defence |
The session will look at graphs and their interpretation to support decision making under uncertainty in the MOD and develop into modelling using simple gaming theory. |
S |
| B01 |
Douglas Williams |
Round & Round |
Point Symmetry, also called Rotational Symmetry, is concerned with shapes which can fit the same outline in different ways. For this to happen, some points of the shape must change position; indeed the name refers to those parts which DO NOT change. Point Symmetry has application in art, nature and industry, but it is generally under-explored in the curriculum. This session is an opportunity to explore Point Symmetry through hands-on problem solving challenges designed by Phil Boorman and reconsider the place of the topic in your curriculum. Reference will be made to a web site where you can follow up later. Phil's session "A Marriage Has Been Arranged" will explore further the link between hands-on materials and the web. |
P, S, FE, HE |
| B02 |
Peter Mulkerrin |
Dynamic Excel Teaching Tools |
With basic skills in Excel you can develop worksheets controlled by scrollbars, spinners and buttons. These will enable dynamic changes to the values of cells which when linked to graphs and charts and through formulas will produce whole sheets with controlled dynamic changes. Bring excel alive with dynamic tools!!!!!! |
P, S, FE, HE, ITT |
| B03 |
Sidney Tyrrell |
Data: Bringing it Together in Excel |
Data handling made easy, even if you have hardly touched Excel before. Enjoy fantastic filtering and polished pivoting using Excel's filters and pivot tables. It's powerful stuff, yet fun. Join us in exploring the Census At School data, using your free copy of CHIME (Census Handling Using Microsoft Excel) published by the RSS Centre for Statistical Education. Take the guided tour of data sets on the web and if there's still time find skills you never dreamed you had; stimulate dice, or functions, there's a free disk of DISCUS containing lots of ready to use interactive spreadsheets and worksheets. |
S, FE, HE, ITT |
| B04 |
Derek & Barbara Ball |
One Computer in the Classroom |
We shall work on examples of using once computer in the classroom, including ideas for interactive whiteboards. There will be opportunity to discuss the role of the computer in facilitating teaching and learning. The ideas we present will be different from those presented last year! |
P, S, ITT |
| B05 |
Doug French |
Learning Algebra with Meaning and Purpose at Key Stage 3 |
I is not always easy to answer the question 'Why do we have to do algebra?' because students commonly come to feel that algebra lacks meaning and purpose. Various ways of introducing algebraic ideas in Key Stage 3 will be presented using ICT and a variety of practical tasks. the discussion will focus on common misconceptions about the meaning of letters and how these might be overcome, with suggestions about giving greater purpose to the learning of algebra through situations which provoke students' curiosity, involve them actively, develop their skills and enhance their understanding. |
S |
| B06 |
Paul Ayres |
Applications of Cognitive Load Theory to Teaching Mathematics |
In the last decade, Cognitive Load Theory (CLT) has emerged as a significant theory in learning and instruction. This session, consisting of presentations and discussion, examines some of the new directions taken by the theory and its applications for teaching mathematics. In particular, a focus will be made on problem solving, multimedia and E-learning, as well as providing information on how instruction needs to be modified to match the expertise of the learner. The session will provide some practical applications for teaching as well as an introduction to the theory. |
P, S |
| B07 |
Mike Ollerton |
All Attainment Classes: An Issue of Unity |
This will be a workshop based upon ideas from the ATM Publications: 'Learning and Teaching Mathematics without a textbook' and 'Everyone is Special'. Discussions in the final part of the session will focus on the appropriateness of the ideas/talks/activities for working with all-attainment classes. |
P, S |
| B08 |
Stephen Kean |
The Casio Classpad: A Teaching Revolution - A Learning Revelation |
Wouldn't it be fantastic if all maths applications were combined into one user friendly environment! Casio's revolutionary ClassPad handheld tool and software, capable of everything from spreadsheets and algebra through to dynamic geometry and graphing, make this dream a reality. At this hands-on workshop, each attendee will use a ClassPad 300 to explore these applications and evaluate the impact ClassPad can make in their lessons. |
S, FE, HE, ITT |
| B09 |
Gerry Leversha |
Roots of Unity |
We begin with the innocent-looking equation (formula to be inserted), and show how its solutions can be used to prove unexpected results in geometry, number theory, algebra, analysis and combinatorics. The talk will be accessible to anyone familiar with complex numbers. |
S |
| B10 |
John Harrison |
Number Line & Number Square - Time for a makeover? |
The introduction of the Numdrum between the number line and the number square provides a more consistent and mathematically correct way of presenting the decimal number system to primary children. Children find it easier and more fun. 500 plus schools are already using the Numdrum. Many interesting and instructive activities are possible, leading up to algebra and solving equations. |
EY, P |
| B11 |
Douglas Butler |
Making the Most of ICT in the Classroom |
General overview of the latest developments in hardware and software to help make the teaching of Mathematics more effective and more fun. |
S, FE |
| B12 |
Teresa Smart |
Getting the balance right – a professional development course for secondary mathematics teachers |
In the period June 04 to march 05 the London Mathematics Centre(LMS) has been piloting a 10-day CPD course for secondary mathematics teachers. We have been looking to find a suitable balance between - mathematics subject study and mathematics pedagogy
- face-to-face and school based study
- learning with or without ICT etc.
During this session we will share with you some of the (mainly school based investigations that the teachers have worked on during the 10 days.
|
S, FE, ITT |
| B13 |
Stuart & Veronica Kornbluth |
Power Proficiencies for First Grade |
This is a comprehensive supplementary program that will have first graders adding and subtracting columns of numbers to the hundred thousands, adding and subtracting to the one hundred millions including regrouping, and knowing their fact families. It utilizes a powerful manipulative, tpr games, task sheets, peer tutors, cross age tutors, and individualized instruction. Students leave with a high degree of self-confidence, self-esteem, and greatly improved math skills and behaviour. |
P |
| B14 |
Kath Cross & John Hibbs |
Working as Mathematicians |
The session will involve mathematical activities which encourage pupils to work like mathematicians and to discuss their work. |
N/K |
| B15 |
Wendy Fortescue-Hubbard & Daphne Kerslake |
Mathagony/ecstasy |
Mathagony Aunt is not only a column in TES Teacher but is a much wider working concept. Delivering maths through; community TV, Radio, Local newspapers, math's events in unusual places, Web, webcasting and workshops within the community. This session gives an overview of the progress of the work and invites those interested to become a part of this working concept. In particular reporting from the delivery of mathematics in people's kitchen's and sitting rooms and the training of Mathagony aunts/uncles from local communities. The concept is now moving to many other areas. |
|
| B16 |
Rebecca Mancy |
ExploreCSEd: A research project exploring skills and difficulties in programming education |
Proficiency in computer programming is of ever growing importance in mathematical disciplines. This session gives you the chance to be involved in an exciting new research project and learn about the areas of difficulty and skills involved in learning to program, in order to improve teaching and learning of this subject. The session will be used to encourage participation in the study, presenting relevant research in this area and illustrating the goals and importance of the project. Participants will receive a "research toolkit" to enable them to run the study in their own institution. NB: Participation in the research project is voluntary. |
FE, HE |
| C01 |
Kate Mackrell |
Dynamic Geometry Software in the Primary Classroom |
Dynamic Geometry software is transforming the teaching of Shape and Space in KS3, but so far very few of its possibilities have been explored in primary schools. This session will introduce some activities and files for number as well as shape and space developed in association with the ATM Dynamic Geometry for Young Learners project will also be introduced. |
P, ITT |
| C02 |
Ro Cole |
Teaching Maths Live Online |
The Derbyshire Virtual Classroom enables students who have been excluded from schools to take part in live lessons online, from their homes or from other suitable venues. We have been developing new teaching styles to enable learning to take place using the opportunities and constraints of this new teaching medium. The session will allow participants to take part in online maths activities and to consider the potential for teaching maths online in a range of settings. |
P, S, FE |
| C03 |
Derek & Barbara Ball |
More Ideas for One Computer in the Classroom |
We shall work on examples of using once computer in the classroom, including ideas for interactive whiteboards. There will be opportunity to discuss the role of the computer in facilitating teaching and learning. This seminar is independent of our earlier one- you can attend this one or the other one or both. |
P, S, ITT |
| C04 |
John Rigby |
Morley's Cardioid Theorem |
Morley's Trisector Theorem is one of the most intriguing of elementary geometry, but the background to it is seldom mentioned. Morley discovered his Trisector Theorem whilst studying cardioids inscribed in a triangle. Not a lot of people know that. How many pairs of trisectors does an angle have, and how many Morley Triangles does a given triangle have? One? Two? Three? ... come and find out More About Morley. I hope that Michael Fox will provide Moving Pictures in addition to my numerous static figures. |
S, HE |
| C05 |
Alan Catley |
Using Autograph 3 in the Classroom - A New Dimension in Teaching and Learning Maths |
Hardware in the form of data projectors and interactive whiteboards are becoming more readily available to teachers. This session will focus on simple ideas that transform the learning experiences of students at KS3, KS4 and Advanced Level. At the heart of "bringing maths to life" to promote motivation, understanding and fun, is the constructive use of the latest version (3) of Autograph which not only extends to 3D but also has a greatly enhanced 'standard' mode to support KS3 and KS4. The presentation accessible to teachers with limited computer skills, will be led by a practising teacher who has developed highly effective use of a single projected computer over the last 5 years. |
S, FE |
| C06 |
Helen Martin |
Enterprising Mathematics Challenge |
For the past two years we have been running this challenge day with the local authority where the emphasis is on promoting mathematical thinking and working together. This session hopes to look at the materials and organisation of this event with plenty of opportunities for audience participation! |
P, S |
| C07 |
John Sharp |
Surfaces - Developable, DFORM, Ruled and Rolling |
This is a hands-on practical session on exploring surfaces which can be made from a flat piece of paper. Dforms are a set of surfaces invented by the designer Tony Wills. They are created by joining flat shapes having the same perimeter. The surfaces explored can also be created using ruled lines which leads to many of them rolling in interesting ways. |
P, S, HE |
| C08 |
Claire Ellis |
Enigma for the Uninitiated - Using codes in the Classroom |
Secret codes can add context to data handling statistical investigations problem solving to combinations. This session will look at code breaking through the ages (including a demonstration of a genuine WW2 Enigma machine) and point to relevant classroom resources. WARNING: This session will prove that Mathematicians can be heroes too! |
P, S |
| C09 |
Nevil Hopley |
More than just a Calculator |
This will be an interactive presentation on how the TI83+/84+ Graphical Calculator are used in the Teaching and Learning of secondary school maths. Custom written programs provide an ideal differentiated environment for students to learn and consolidate topics from Algebra, Shape, Number and Statistics. delegates will see and use activities and resources that take handheld technology beyond the normal realms of usage, previous familiarity with graphical calculators will be helpful but it is not mandatory, you can visit www.calculatorsoftware.co.uk to preview the resources that ill form part of this session. |
S |
| C10 |
Alan Bloomfield and Bob Vertes |
People Maths - Hidden Depths |
We will explore a number of mathematical activities using people games, some well-known, some new. You will get the chance to test out kinaesthetic learning styles and see if they work for you and for other learners. You will also explore the hidden mathematical depths below the surface of some of the activities. This will be through group work with support, since a little bit of subject awareness and follow-up can help all learners to get the treasure beneath. |
P, S, FE, HE, ITT |
| C11 |
Jenny Murray |
Puzzles and Problems for all Comers |
Many puzzles and problems that can be done in groups, pairs or even singly. Some will be well know, some new, some published on the 'enrich' website. There will be a variety of formats - photocopied sheets, cards, books and posters. You choose! Most puzzles can be done using primary school maths although more advanced techniques are often quicker. Come and enjoy yourself puzzling and problem-solving! |
EY, P, S, FE |
| C12 |
Douglas Butler |
Putting Autograph 3 to Work |
11-16 Workshop. A Hands on session exploring lessons up to GCSE. |
S |
| C13 |
Sue Johnston-Wilder |
Developing Geometric Thinking |
In the light of work on our new book, and related course Developing Geometric Thinking, I would like to work on some geometric activities which might be used to illustrate a wide range of pedagogic strategies in teaching and learning Geometry. |
P, S |
| C14 |
Pat Perks & Stephanie Prestage (AMET Discussion Group) |
The Impact of the Strategies on the Mathematics Classroom. |
This session offers an opportunity for a critical debate on the primary and secondary strategies. How have the content and suggested working styles impacted on our pre-service teachers? What have the affects been for the learning of mathematics and the learning to teach mathematics? A discussion session organized by AMET. Target Audience: Teacher Educators and those working in schools with beginning teachers. |
ITT |
| C15 |
Sue Pope and Tung Ken Lam |
Paper folding Mathematics |
In our session we will share origami activities for the mathematics classroom. We will focus on origami as a source of enjoyment, problem solving and mathematical thinking. |
P, S ,FE, HE, ITT |
| C16 |
Paul Stephenson |
Maths Workers Wanted' |
The Magic Mathworks Travelling Circus is a touring maths lab: for those using the interactives and manipulatives, one ‘of the first order’; for those observing them, one of the second. The latter include the ‘mathworkers’, those who help run the tours. If your students are among them, how can we help the experience contribute to their professional development? At the end of a 6-hour day, a pair of students will each take away £45. But they can also take away digital video to analyse shot at stations of their own choosing or design. Come with your wish-list for 2005-6. |
ITT |
| C17 |
Margaret Jones & Jill Mansergh |
Questions & Prompts in the Primary Classroom |
This session will focus on the importance of questioning in the teaching of mathematics, exploiting the ATM's publications on questions and prompts. The session will begin using puppets to stimulate thinking about the primary environment and what pupils will bring to the classroom situation in terms of their questioning. We will consider ways of classifying questions and what is the same and what is different about the questions that pupils and teachers ask. The session will be interactive. |
P, S, FE, HE, ITT |
| C18 |
Robert Rook |
Mathplot - Using computers in a Primary Maths Classroom or with struggling 7/8 students |
The session will run through using technology (Mathplot) in the classroom for years 4/5/6 and struggling/integration students in years 7/8. Among the topics covered are counting, place value, number, fractions, time, money, to name a few. All participants will receive a free, licensed version to load on their school's network to use with their students. A manual and teacher worksheets are also included to allow teachers to start in their next class. Mathplot will also be available for free to students |
P |
| D01 |
Douglas Williams |
Problem Solving with Tricubes |
Tricubes have been around for many years but their usefulness in small group and whole class 3-dimensional problem solving is only just starting to unfold. In the context of learning to work like a mathematician the session will engage you in problems with multiple solutions, cubes, cube numbers, graphing, volume, surface area, tessellation, isometric and plan drawing and possibly more. |
P, S, FE, HE |
| D02 |
Michael De Villiers |
Rethinking Proof with Dynamic Geometry |
The workshop will firstly provide a brief introduction to an alternative approach to teaching proof in a dynamic geometry context. Thereafter participants will be engaged in conjecturing logical explanation, generalisation, refutation, etc. The different roles played by proof will also be discussed during the activity. |
S, FE, HE, ITT |
| D03 |
Joanna John (RM PLC) |
Bringing Maths to Life with ICT |
This session enables you to see, hear and experience the impact ICT has on the planning, preparation and delivery of lessons. Learn how some do those impossible lesson activities are now deliverable with ICT. We will also explore the variety of interactive classroom technologies including the interactive whiteboard, tablet PC, classpads and ......mouse to see which suit particular activities, pupils and teaching styles. |
S |
| D04 |
Wendy Singleton |
Working With Parents |
This session will explore the content and activities that could be included in a workshop for parents of children in Key stages 1 & 2. The organisation of such a workshop will also be addressed. Delegates will take away with them a disc containing a script, worksheets and PowerPoint presentation for delivering a parents workshop in school. |
P, |
| D05 |
Jonny Griffiths |
Rich Starting Points At A Level |
Does open-ended, investigational work get squeezed out of your A level teaching with the pressures of time being as they are? This session will introduce rich starting activities for students of all abilities to explore that lead directly into A level syllabus topics. |
S, FE, HE |
| D06 |
Stephen Kean |
The Scientific Calculator Has Evolved |
Come and see the latest in technical innovation and mathematical creativity, all contained in a not-so-humble scientific calculator. With the new Casio fx-83 you can enter mathematical expressions exactly as they appear in textbooks, so no more translating exam questions to suit the quirky calculator operations. Combining powers, surds and fractions has never been easier. The large screen with additional functionality means you can display of a table of values, use screen driven menus and enter data using list based statistics. |
S, FE, HE, ITT |
| D07 |
Bernard Murphy |
Teaching Advanced Mathematics' Project |
This project has been set up to support teachers of KS4 mathematics who wish to teach the subject at A level. Many teachers currently on this course, which leads to a postgraduate award, are not mathematics trained themselves. Over the fifteen months of the course they study eight A level modules, with support from the MEI distance learning website, and attend workshops at Warwick University focused on pedagogical issues, whilst teaching an AS module, with support, in their own schools. After this 3-year Gatsby-funded pilot project it is anticipated that the course will be offered at other universities. |
S |
| D08 |
Lynne McClure |
Able Primary Mathematicians - A whole school issue |
Teachers have lots of strategies to support less able children. But what can we offer the more able so that as they progress through school they are given a coherent programme rather than bits and pieces to keep them occupied? In this session we will be looking at various options, including those which give teachers as little extra work as possible and which can have a great effect on improving the mathematical understanding of more than just the top 5-10%of the class. |
P |
| D09 |
Joyce Brown |
Mathematics and Bell Ringing |
This session takes a look at the mathematics of change ringing, with an opportunity to have a go with a set of hand bells. With 4 different bells, there are 24 different 'changes' that can be rung, but there are particular rules about the order of ringing these, which lead to symmetry, Fibonacci numbers, Pascal's triangle and networks. Group Theory is involved, but this talk will not be at that level; the mathematics is accessible to all, and has been given to both primary and secondary master classes. |
P, S |
| D10 |
Jennifer Piggott, Charlie Gilderdale, Liz Pumphrey and Jenni Back |
Unity in problem Solving |
We will bring together a range of mathematical activities that illustrate some of the commonalities in problem solving. Delegates will have the opportunity to explore some activities from the NRICH website in this practical hands on work shop. We will consider approaches to problem solving and the skills involved for children from 5 - 16. |
P, S |
| D11 |
Anne Hawarth and Geoff Wake |
Zero, Unity and Infinity in the Secondary Mathematics Curriculum |
The word 'Unity' conjures up images of complete wholes. Complements, identities and inverses, opposites - powerful mathematical ideas that learners are not often encouraged to explore in typical secondary mathematics lessons. In this session we will work on these themes and on the concept of zero and infinity, to explore how they could be used to enrich pupils' mathematical experience and understanding. |
S, FE, ITT |
| D12 |
Andrew Eastwick |
Stimulating Games for Mathematics |
The session will involve a practical style to using mathematical games and puzzles to reinforce mathematical concepts and to stimulate students' enjoyment of maths. It will involve participants actively working on problems and appreciating the benefit of games within maths. |
P, S |
| D13 |
MA Post-16 Subcommittee |
Post 16 forum |
The session will be an opportunity to be briefed on current developments in Post-16 Mathematics Education and on the work of the MA's Post-16 subcommittee. There will be plenty of opportunity for discussion of the issues and to suggest future action. |
S, FE |
| D14 |
Bob Mathews |
Reaching Your Students More Effectively Through the Web |
Posting problem sets, practice exams, and more on web sites? There's a better way to publish maths than using PDFs and Word's "Save as Web Page" option. This session will focus on new methods to not only create impressive mathematical web pages that will wow your students, but also why these web authoring methods are more effective for teaching. Discussion will include web authoring "do's & don'ts", MathML, and accessibility issues. Appropriate for the Blackboard or Learnwise learning management systems, as well as individual web sites. |
S, FE, HE |
| D15 |
Barbara Cullingworth |
Extension work with years 5 & 6 |
For the past 2 years I have working with the top children in the local village Primary school. I have been using various activities and games to try to extend their mathematical thinking as opposed to teaching them work beyond what they do with their class teacher. I hope to bring some of the ideas I have used but also give all participants a chance to share their ideas too. Expect to become fully involved. |
P |
| D16 |
James Nicholson |
Working with Large Numbers |
The Beyond the Bar Chart project is run jointly by The Mathematical Association and The Association for Citizenship Teaching to produce materials for use in the Key Stage 3 mathematics classroom which explicitly address citizenship issues. This session will look at the materials in one of the themes of the project, and consider how they can be used in mathematics and citizenship. |
S |
| D17 |
Steve Greenfield |
Decision Mathematics Made Real - the OR Connection |
This session will explain briefly what Operational Research (OR) is and give some examples of where it is currently being deployed. The tangible results of these examples will be familiar to most people. The relevance to Decision Mathematics A level syllabus will be discussed and some resources for enrichment of the syllabus presented. There will be ample opportunity within the session for feedback and discussion. |
FE |
| D18 |
QCA |
The Future of Post-14 Mathematics |
|
|
| E01 |
Phil Boorman |
A Marriage has been Arranged |
"between 'The Web' and 'Hands-on Material' in classroom/home. This session assumes some familiarity with the Point Symmetry material available in The Workshop and used in Doug Williams's 'Round and Round' session. We will explore together the strengths and weaknesses of each of the parties and evaluate the need for a profitable union. The chief criterion for success will be the growth in understanding and confidence of the progeny of the liaison and whether it provides a "Route of Unity" |
FE, HE, ITT |
| E02 |
Peter Mulkerrin |
Dynamic Excel Student Tools |
This session will cover the uses of the scrollbars, spinners and random numbers from a student prospective. It will provide ideas and resources for teachers to enable students to use these controls to model many mathematical ideas. Once mastered these techniques will enhance students uses of Excel and their understanding of variables and how they affect their computer model |
P, S, FE, HE, ITT |
| E03 & F02 |
WW Milner and Joe Watson |
Using Excel and Visual Basic for Probability investigations |
Session 1 - a workshop in which participants will be shown how they and their students can write simple programs in Visual Basic in Excel - for use in probability and other areas . Session 2 will develop ideas from the first session so participants can investigate the use of VB in simulation and calculations for probability problems, comparing output with theoretical values. Based on the contention that devising and running simulations gives students a "feel" for probability, linking it firmly with real world applications. (Problems not restricted to conventional A level syllabus). Session 2 - dependent on first. Linked sessions because 90 mins is not enough to introduce VB and do anything useful afterwards. Delegates could attend first session and not second but not vice versa. |
S, FE, He, ITT |
| E04 |
Doug French |
Reasoning with Angles: Isosceles Triangles and the Circle Theorems |
The angle properties of geometrical figures provide a variety of challenges at different levels which can be used to develop students' reasoning skills and their appreciation of proof. Dynamic geometry software and other ICT tools, together with various practical tasks, will be used to show how the properties of isosceles triangles and a variety of associated configurations, including the circle theorems, can be explored to enable students at Key Stages 3 and 4 to solve problems successfully and to present their reasoning clearly. |
S |
| E05 & F05 |
Anne Watson |
Questions Worth Asking; Questions Worth Answering |
This session is for all who teach maths at any level. Some questions promote engagement; some do not. Some questions are intriguing; some are not. Some questions provide routes to generalisation; some go nowhere. In this workshop we shall analyse some "good" questions and create some new ones, in the spirit of "Questions and Prompts" and "Thinkers" (ATM publications). |
P, S, FE, ITT |
| E06 |
Michael Fox |
Squaring the Rectangle |
Can a given rectangle, 314 by 217 be made with just 14 squares? Or 13? What is the smallest number of squares that will do? How big are they? How do they fit together? Using networks and matrices we can devise an algorithm that lets us, (or rather our computers) answer questions like these. |
FE, HE, GENERAL |
| E07 |
June Barrow-Green & Eleanor Robson |
How History can help your maths teaching: Introduction |
Thinking about using history of maths but don't know where to begin? This session, suitable for teachers at any level, will arm you with strong pedagogical arguments for integrating history into your everyday maths teaching. We will present a variety of approaches and resources and give you the opportunity to share problems and ideas with other new comers as well as old hands. Organised by the British Society for the History of Mathematics. |
P |
| E08 |
Stephen Kean |
A Hands-On Graphic Calculator Workshop |
There has never been a better time to use graphic calculators within your lessons! Ofsted recommends graphic calculators as a serious consideration for schools to address ICT provision within mathematics. The 'relaxing' of the 'scientific-only' papers at A-level means that graphic calculators can now be used in all school examinations where a calculator is permitted. This hands-on workshop will provide you with stimulating and challenging ideas on how to incorporate these powerful devices effectively within your teaching and learning. All equipment and resources will be provided. |
S, FE, HE, ITT |
| E09 |
Geoff Tennant |
Beyond the Barchart' working on the mathematics/citizenship interface |
Funded by the DfES Innovations Unit, a group of 7 has been working on behalf of the Mathematical Association and the Association for Citizenship Teaching in writing, refining, trialling, evaluating and disseminating materials on the mathematics/citizenship interface, aimed in the first instance at year 8 across the attainment range. Given that Citizenship is compulsory and that many schools are teaching it through other curriculum areas, there is a great need for development in this area, to which this project is contributing. In this session participants will discuss the background to the project, try out some of the materials, and look at the results of the associated evaluation programme. |
S |
| E10 |
Paul Andrews, Gillian Hatch and Judy Sayers |
Teaching primary percentages: implications of a five way international study |
During the last two years the Mathematics Education Traditions of Europe project has been observing and videotaping classrooms in Belgium, England, Finland, Hungary and Spain. One aim has been to film sequences of lessons on everyday topics in order to see how teachers not only structure topics but also what activities and strategies they use for making them accessible. In this session we will share with colleagues what we have found about the teaching of percentages to upper primary students. |
P, S, ITT |
| E11 |
Bernhard Kutzler |
Derive 6 - A computer Program for Teaching Students and Learning Mathematics |
Computer algebra system are a sort of mathematical expert system which is necessarily changing the way we do mathematics. Derive is a very mature computer algebra system for PCs. Many ministries and school authorities throughout Europe have adopted Derive as the primary computer tool for mathematics education. Derive6 with emphasis on these more pedagogical product features. We demonstrate these features with appropriate classroom examples from lower and upper secondary school mathematics and put them into a general didactical framework. |
S, FE, HE |
| E12 |
Mark Dabbs |
Inequalities |
We shall first recap several elementary techniques commonly used when solving standard inequality questions set around A/S and A2 level. This will be followed up by a short problem solving session. Next a review of some of the more famous inequalities will be given - some with proofs, some with applications be they straight forward or novel. We will end with a look at some typical 'Olympiad' level questions and a further problem solving session. |
FE, HE, ITT |
| E13 |
Jennifer Piggott, Charlie Gilderdale, Liz Pumphrey and Jenni Back |
Routes of Enrichment |
The most recent work of the NRICH project has centred on making more effective use of the wealth of resources we have available to us on the website (www.nrich.maths.org.uk), both in terms of access to the enormous archive and in creating meaningful frameworks, 'enrichment trails', within which selections of the material can be placed. This has raised issues of accessibility, mediation and the philosophies of learning and teaching that underpin our work. Join the discussion about the understanding of mathematics enrichment and how it might be represented in classroom practice and through NRICH site itself. |
P, S |
| E14 |
MA Post-16 Subcommittee |
AS Use of Maths |
The session will begin with a short presentation by someone currently running the AS Use of Maths; it will focus on organising the course, teaching strategies and resources. There will be an opportunity to share ideas with others teaching the course or thinking about doing so. |
S, FE, |
| E15 |
James Nicholson |
Statistics in the World at Work. |
Why study statistics if you are not going to be a statistician? The use of statistics is increasingly pervasive across professional life. This session will look at examples from law, medicine, finance, and the travel industry which may help teachers contextualise their teaching, and provide examples to motivate learning |
S, FE |
| E16 |
István Lénárt |
In the Good Hope of a Breakthrough |
It is fifteen years now that I have kept besieging England with my place-sphere project. Lately, favourable signs (conferences, articles, etc), held out hopes for me that the year 2005 and BCME6 may mark a turning point in this regard. My focus at BCME6 is the concept of area on plane-sphere and hemisphere. At the end you are asked to come up with ANY! topic in the traditional geometry curriculum and I try to show its place in three different geometrics.`` |
P, S, FE, HE, ITT |
| E17 |
Martin Perkins |
Stimulating Young Mathematicians - the Life & Times of SYMmetryplus |
I shall show examples of the MA magazine for young mathematicians, now in its ninth year, and suggest how the magazine can be used for individuals and in a classroom context |
|
| F01 |
Douglas Williams |
Match Triangles |
Match Triangles is just one problem, but it is so rich with pattern and algebra content and process that it can be the source of a week's work, or visited and revisited to 'milk' its potential. The session explores the problem in a practical challenging manner that raises many questions about teaching craft. The depth of the problem also begs the question of the 'look and feel' of a curriculum that features rich problems like this in comparison to the value of a more traditional approach to maths education. |
P, S |
| F03 |
Bob Francis |
Inspirational IT in the Mathematics Classroom |
Delegates will be able to experience first hand ways in which creative use of interactive spreadsheets can enhance the teaching and learning of mathematics at upper secondary and 6th form level. A number of topic based spreadsheets coving pure mathematics, decision mathematics, mechanics and statistics will bee available, all ready for classroom use. Additionally, delegates will learn how to create their own interactive spreadsheets. |
S, F |
| F04 |
Susan Hickman |
MMP Hands-On Maths |
A workshop session involving activities available for the Hands On Maths Road show. The road show continues to visit schools throughout the UK with activities largely from the NRICH website. The session will allow for plenty of playtime as well as discussion about how the activities can be used for the classroom, maths club, parents evening, maths days etc |
P, S, ITT |
| F06 |
Peter Bailey |
"I can't believe I got a silver" |
Last November, about 100,000 pupils took the 'Primary Mathematics Challenge'. The PMC aims to be motivating, mathematical and fun. This session gives you an opportunity to try some of the PMC problems and to find out how the PMC works. |
P |
| F07 |
Elizabeth Boag & Francis Chalmers. |
The Magic of History in the Mathematics Classroom |
Topics will include "The History of Pi", Grandson of Gauss", "Man must Measure", Why are carrots weighed in stones but stones are weighed in carats?", "Plimpton 322 - deciphering a Babylonian clay tablet", "Quadratic equations through the centuries", "Where are Napier's bones?", "Why did complex numbers make things so simple?". Two secondary school maths teachers will share with you some of the ways in which they use history of maths in their classrooms. Organised by the British Society for the History of Mathematics. |
S |
| F08 |
Anthony Robin |
Birthdays & Derangements |
We shall look at a couple of problems, firstly in a group of people what is
the longest and smallest gap between their birthdays? Secondly if a postman
is delivering the electric bills at random in a street how many will be
delivered to the correct address, or to immediate neighbours, so that they
can be easily passed on.
Knowledge required: Combinations, discrete random variably - formulae for
mean and variance of discrete and continuous random variables. Derangements
will be discussed, but no need to have met them before.
|
S, General |
| F09 |
George Gibson |
5 - 14 Mental Maths |
How Highland Council interpreted National Guidelines to supply detailed guidance to teachers in primary and secondary schools as to how they can be influenced. The speaker will describe the thinking behind the production of the "Highland Guidelines to improve Mental Numeracy" and how relevant methods were disseminated through in-service events of a participatory nature. Also to be included will be the wider ............ for Highland Council a copy of which was distributed to all schools in Scotland and Northern Ireland. |
EY, P, S, |
| F10 |
John Smith |
Magic Squares in the Secondary Classroom |
The session will consider ways in which magic squares can be used in the secondary classroom. This will include numerical and algebraic squares together with any other aspects of secondary maths we can think of! |
S, FE, HE, ITT |
| F11 |
Cynthia Collins |
Mathematics Teaching and Learning in the Foundation Stage |
This session addresses ways to recognise and build upon the informal mathematical ideas young children already use and demonstrate in play. |
EY |
| F12 |
Rachel Gibbons, Timothy Bateman, Jane Gabb & Nick Peacey |
Equals: Mathematics and Special Educational Needs |
For students with special needs: should the mathematics change? Should the pedagogy change? or should presentations and activities be as normal but of superior quality? Discussion on these matters, led by members of the Equals editorial team, will be based on articles from the Mathematical Association’s journal Equals: Mathematics and Special Educational Needs |
P, S, FE, ITT |
| F13 |
Pat Perks & Stephanie Prestage (AMET Discussion Group) |
Supporting Critical Thinking. |
When working with beginning teachers, who may not have been taught in creative mathematical environments, how do we support their mathematical thinking? How do we offer them ways to work on mathematical thinking in their future classrooms? A discussion session organized by AMET. Target Audience: Teacher Educators and those working in schools with beginning teachers. |
ITT |
| F14 |
Chris Sangwin |
Computer algebra based assessment systems |
This session will give a practical introduction to computer aided assessment systems used in HE mathematics teaching which are underpinned by computer algebra systems. Such systems can check algebraic equivalence between the student's and teacher's answer. They may also check for mathematical properties of an answer symbolically, and provide feedback. The session engages participants in both the practical and theoretical implications of these developments. |
S, FE, He |
| F15 |
Wendy Fortescue-Hubbard |
Multiplication Tables: The Associated Issues and a solution |
This session reports the issues related to the learning of multiplication tables. Perfect Times which is now available as a CD-Rom is demonstrated in both its original card format and in its computer version published by Cambridge-Hitachi. The session also reports how the game has been used in the community in Bristol in workshops, The Mall large shopping centre in Bristol and in pubs to open the conversation in mathematics. Delegates are given the opportunity to interact with the games and to ask questions on how the game is used most effectively with different age groups. |
|
| G01 |
David Martin |
Creating and Using Interactive Spreadsheets in the Classroom |
Excel offers many exciting opportunities to create attractive interactive spreadsheets that can be used to stimulate understanding in Mathematics and Numeracy. During this session we will examine example interactive spreadsheets and see how they can be used to stimulate understanding and develop our skills in creating and adopting our own interactive spreadsheets. This hands-on session is very suitable for both the newcomer to Excel and the experienced Excel user. |
S, FE, HE, ITT |
| G02 |
Bernhard Kutzler & Vlasta Kokol-Voljc |
Introduction to Teaching with Derive 6 (Workshop for beginners) |
Derive is a mathematical computer program. It is for algebra, equations, trigonometry, vectors, matrices and calculus what the scientific calculator is for numbers. Derive can do both symbolic and numeric computations. These can also be visualised with extensive 2D and 3D graphic capabilities. This hands-on workshop is for learning how to use the new Derive6 and is for both beginners and advanced users knowing earlier versions of Derive. You will learn to handle Derive as much as is necessary to use the program for your own mathematical work, in particular for classroom preparations. You will also be introduced in the art of teaching and learning mathematics with the help of Derive. |
S, FE, HE |
| G03 & H02 |
Dave Hewitt |
Responding to Students |
The opportunities for students to educate their awareness are partly due to what is available for them to perceive - what I call 'material' with which they can work. In this session we will consider different ways a teacher might respond to some mathematics a student does and how that response affects the material available for a student to continue gaining further insights into that area of mathematics. The main purpose of the session will be for you to connect with the beliefs and theories you hold which inform the way in which you respond to the work students do. |
S |
| G04 |
Mike Askew, George Knights & Gillian Thumpston |
Bringing Research Alive in the Classroom |
Currently research is often accused of being inaccessible. Equally classroom research is sometimes considered to be reinventing the wheel. In America 'design research' is working to bring together the strengths of classroom practitioners and research. We are interested in investigating how, in this country teachers, LEAs and higher education researchers can work together to bring research alive in the classroom. This seminar will explore ways of establishing and developing productive working relationships between these groups. |
EY, P, S, FE, HE, ITT |
| G05 |
Eleanor Robson & Annette Imhausen. |
How History can help your maths teaching: Egyptian Maths at Key Stage 2 |
Ancient Egypt is a perennially popular history option at Key Stage 2. Learn how to bring authentic Egyptian maths into your classroom by using examples from the Rhind Papyrus and other ancient sources. In this hands-on workshop, designed to recreate the atmosphere of an ancient Egyptian school we will look at Egyptian numerals, multiplication, and areas of shapes. Organised by the British Society for the History of Mathematics. |
P |
| G06 & H04 |
Jane Imrie, Malcolm Swan, Susan Wall |
Promoting Active Learning in Post 16 Mathematics. |
The Standards Unit mathematics team is aiming to counter the view that mathematics is “boring and irrelevant” and “too difficult compared with other subjects” (Post-14 Inquiry 2004), by making the study of mathematics more stimulating and attractive. We have been working with teachers to trial and pilot approaches and materials that encourage mathematical thinking and promote more active learning. These hands-on sessions will give a flavour of the work in progress and of the plans for the teaching and learning framework to be rolled out from September 2005. |
S |
| G07 |
Pat Perks & Stephanie Prestage |
Yr 7/8 Geometry - the Ubiquitous Isosceles Triangle |
We will spend the session considering aspects of geometry from the Key Stage 3 framework, and explore the place of the isosceles triangle. We will consider a progression for teaching and learning which focuses on connecting the geometry curriculum with the isosceles triangle at its heart. Year 5 and 6 teachers would also find this useful. |
P, S |
| G08 |
Paul Andrews, Gillian Hatch and Judy Sayers |
Teaching linear equations: implications of a five way international study |
During the last two years the Mathematics Education Traditions of Europe project has been observing and videotaping classrooms in Belgium, England, Finland, Hungary and Spain. One aim has been to film sequences of lessons on everyday topics in order to see how teachers not only structure topics but also what activities and strategies they use for making them accessible. In this session we will share with colleagues what we have found about the teaching of linear equations to lower secondary students. |
P, S, ITT |
| G09 |
Douglas Williams |
Easy to State, Easy to Start, Heaps of Maths |
A smorgasbord of lessons you could 'use tomorrow'. Get the feel of them, sense their iceberg, examine the features that make them successful, then move on to another one. Some activities will highlight how software can extend the challenge. What happens if there were hundreds of lessons like this? What would the maths curriculum look like then ...to teachers? ... to kids? Leave the session with ideas for your classroom and the challenge to keep learning to teach |
P, S, |
| G10 |
Tim Harding |
Learning Maths through Song |
Tim will demonstrate how the 3 'rs' of popular music; rhythm and repetition can be harnessed as a highly effective teach8ing tool in KS2, introducing original songs from his ;Learning through Song' books and CDs. Embracing many of the principles of accelerated learning, Tim will show how the structure and content of songs can reinforce concepts and skills in a way that is rigorous, highly memorable and great fun! He will also demonstrate how visual and auditory learning can complement each other through the use of animated white board resources. |
P |
| G11 & H10 |
Patricia Ashforth and Steve Plummer |
From Square to Eternity |
Join us on a circular route that has led us from a simple square and back again, via schools, WI, Maine Road, Pythagoras, Penrose, the Science Museum, Dragon Curves, up ladders and down snakes - often straying onto root 2. Because time is limited this will mostly be a talk with photos and artefacts, large and small, showing some of our unconventional ways of spreading the mathematical word. You might not want to do it the same way we do but you can't fail to get ideas to work with later - sneak preview at www.woollythoughts.com |
P, S, FE, HE, ITT |
| G12 |
Matt Skoss |
Maths on a Mat with Matt |
The Maths Mat is one teaching strategy that allows: children to construct their own mathematical concepts; kinaesthetic learning styles to be catered for; multiple representations of ideas and co-operative learning in a risk-taking atmosphere. What is the mat? It is a large piece of shade cloth (7.2m x 3.6m) with a 10 x 5 grid painted on it. The squares are approximately 70cm x 70cm. All the activities involve 'doing maths' with your body - kinaesthetic learning. The mat helps students to develop their own understanding of a concept, rather than just being 'told' something. Activities have been devised from early childhood to year 12, in the areas of co-ordinate geometry, measurements, algebra, transformational geometry and change data. |
EY, P, S |
| G13 |
David Forster |
Poncelet, Reciprocal Polars and Duality |
Jean - Victor Poncelet (1788 - 1867) used Reciprocation with respect to Conic Sections to obtain the important principle of Duality in projective geometry, and the theory was further developed by other contemporary geometers. This lecture explores various beautiful results in this branch of geometry. Pre requisites - an interest in geometry and its history. |
S, FE, HE |
| G14 |
Robert Rook |
Mathplot Using computers in a maths classroom (7 - 10) |
This session will run through using technology (Mathplot) in the classroom for years 7 - 10. Among the topics covered are graphing, consumer maths, fractions, geometry, measurement, mensuration, percentage, plotting, spatial relations, statistics, tessellations, trigonometry, probability, to name a few. Use of the new worksheet generator and web browser will also be shown. All participants will receive a free registered copy of the latest CD to take and load on their home computers. As well all participants will receive a free site license of the latest CD to take and load on their school networks. |
P, S |
| G15 |
Douglas Butler |
Putting Autograph 3 to Work |
16-19 Workshop. A Hands on session exploring lessons for AS, A2 and Further Mathematics |
FE |
| G16 |
Alan Foster and Sue Pope |
What’s new in graphic calculators? |
If it’s sometime since you used a graphic calculator or bought a new one come along and find out about real data logging and how Flash software applications can support mathematical activity. How might you use the calculator for lesson starters, problem solving and extended pieces of work? Why does hand-held technology encourage learners to interact with mathematics? |
S, FE, HE, ITT |
| G17 |
Kimmie Markarian |
Using the Soroban: creating images to support mental calculation |
The soroban, a Japanese abacus, creates spatial representations of calculations. Although based on simple principles, you need to use the soroban to understand it. This workshop begins by introducing you to the soroban, how it works and how to use it. After that you will have the opportunity to try to use mental images, How to create mental images will be clearly presented and you will discover a fresh approach to mental arithmetic. Our newly revised "Introduction to the soroban" booklet is also available. Reading this booklet in advance could increase the benefits you gain from this session. |
P, S, FE, HE, ITT |
| H01 |
Geoffrey Roulet, Kate Mackrell, Nicholas Jackiw |
Collaborative Problem Solving with the Geometer's Sketchpad and Elluminate Live! |
Dynamic Geometry software such as the 'Geometer's Sketchpad' supports active exploration and problem solving. 'Elluminate Live!' can add to this my linking computers and providing a route for students to share their constructions and collaborate in the development of problem solutions. With 'Elluminate Live' a class can also take virtual field-trips to interact with mathematicians and meet present day mathematics applications. Participants in this session will work with 'The Geometer's Sketchpad' and 'Elluminate Live!' and experience the problems and collaborative mathematics environment as provided to a senior secondary school class. |
S, FE, HE, ITT |
| H03 |
Wendy Troy |
How history can help in initial teacher training |
Courses in initial teacher training are jam packed with achieving the Standards for QTS, National Strategies and National Curriculum requirements - how can we fit history into this overcrowded timetable? Some subversive ways to open up trainee teachers' thinking and help motivate their pupils will be shared. More ideas from any source to be added during the workshop! Organised by the British Society for the History of Mathematics. |
S |
| H05 |
Douglas Williams |
Problem Solving with Poly Plug |
This session will initiate a smorgasbord of problems which engage students at all levels in working like a mathematician. In fact, there may be so many ideas that you might have trouble writing them all down. But that's okay, because all you will really need to record is the web site from which they are sourced. Poly Plug will be used to present all the problems, but they can all be adapted to use with other material. So you might attend this session for the problems, or to consider the value of this particular equipment, or both. |
P, S |
| H06 |
Tom Roper |
Mathtutor - a Multiple Media Repair Kit. |
Mathtutor combines visual approaches - video tutorials, location film applications interviews, animations, texts, diagnostic tests, exercises - to provide support to students at the transition between AS/A level and University. Delivered on DVD rom and the Web this comprehensive pure maths resource provides a bedrock for learners and teachers. This session consists of a presentation of Mathtutor, a chance to use the resource and the opportunity to interrupt and engage presenter Tom Roper in interactive dialogue. |
S, FE, HE |
| H07 |
Andrew Stuart Brown |
Some Secrets of Recurring Decimals Revealed |
Complete with its own untrodden route to unity, this one-line method of calculating recurring decimals is one of the techniques of 'vedic' mathematics. A guaranteed surprise if you haven't seen it before. The arithmetic is easy enough for a good KS2 pupil, the rationale involves geometric series which are usually given at KS5. |
S |
| H08 |
Mary Pickens |
Handling Data Activities |
Our students found the GCSE handling data project very demanding and underachieved in this aspect of the examination. To address this issue I have put together a set of activities designed to improve students' understanding of planning and reporting a statistical experiment. We are trialling these in school and us9ing them to promote discussion in LEA INSET in academic year 2004/5. so far feedback has been most encouraging and pupils have enjoyed the experiments. |
S |
| H09 |
Sharon Herkes |
Undergraduate Ambassador Scheme - Inspiring the next generation of mathematicians |
The undergraduate Ambassadors Scheme works with university departments to develop a credit bearing module that involves mathematics undergraduates working as teaching assistants and acting as role models in local schools. This session will give an overview of how the scheme works and what is involved from a departmental perspective. We hope to offer an undergraduate's experience in addition to hearing from an academic staff member currently running the module. |
HE |
| H11 |
Paul Garcia |
The Puzzles of Percy Alexander MacMahon |
This session will introduce you to the work of the Victorian combinatorialist Major Percy MacMahon, a forgotten hero of mathematics. He created an entirely novel way of making puzzles and designs that anticipated the work of Escher by 15 years. His 1921 book, New Mathematical Pastimes, showed readers how they could create their own colourful and absorbing puzzles, and set out the principles by which tiles could be designed with any desired symmetry to fill the plane, long before Escher had even thought about tessellations. |
P, S, HE, FE |
| H12 |
Geoff Faux |
You want one? I have bags of ones. |
The title is a quote from Caleb Gattegno whilst running a session in Bristol with Cuisenaire rods? In this practical session we will work with Cuisenaire rods? In particular we will work at the problems that pupils have in working algebraically, visualising number and dealing with ratio. There will be aesthetic algebra, fractions, area, volume, relative motion and ways of modelling and thinking about these ideas. |
P, S, FE, FE, ITT |
| H13 |
Robert Rook |
Mathplot - Using Computers in Maths Classroom with Year 11/12 Students |
This session will run through using technology (Mathplot) in the classroom for years 11 - 12+. Among the topics covered are graphing, calculus, consumer maths, complex numbers, distributions, functions, parametric and polar graphs, regression, statistics (junior & senior), trigonometry, probability and vectors to name a few. All participants will receive a free registered copy of the latest CD to take home and load on their home computers. As well, all participants will receive a free site license of the latest CD to take and load on their school networks. |
S, HE |
| H14 |
Sue Sanders, Howard Tanner, Sonia Jones |
The Role of Practitioner Research in the Recruitment and Retention of High Quality Mathematics Teachers |
Our work in the Swansea Mathematical Sciences Education Group is underpinned by a commitment to practitioner based research. We are 18 months into a Gatsby Charitable Foundation funded project which aims to attract and retain candidates of the highest calibre as teachers of mathematics through a programme, in collaboration with partnership schools, of enhanced PGCE and research focussed CPD support leading to a M.Res degree. In this session some of our Gatsby teachers will share the experiences and ideas which are helping them to develop advanced skills and high quality provision for their pupils. |
S, HE, ITT |
| H15 |
James Nicholson |
Can Students Work with Complex Data? |
What statistical reasoning and understanding is needed to function well in modern society? Professional life is data rich, but can we interpret that information effectively? As the government moves towards evidence-based policy, can we understand the arguments put forward in complex situations in order to make informed judgements about decisions they take affecting our lives? Are there things missing from the current curriculum which should be there in the 21st Century, and if so, are they ways of teaching them manageably? |
S, FE |
| H16 |
Alan Graham |
Developing Statistical Thinking: reasoning with a calculator |
Arising from a forthcoming book and OU course ‘Developing Statistical Thinking’, I want to explore the exciting possibilities offered by the graphics calculator in the teaching and learning of statistics. Rather than seeing the calculator as a machine that promotes mindless button-pushing, this session offers many examples and activities where the onus is on the student to do the thinking. |
Lower S |
| H17 |
Cathy Lawrence & Gina Donaldson |
How much mathematics do I need to know In order to teach It? |
This session will explore the mathematical subject knowledge of primary teachers, ranging from those at the beginning of their Initial training to well established subject leaders. Gina and Cathy will share some findings from their own research Including data drawn from questionnaires and from In-depth Interviews. The session will be Interactive, giving participants opportunities to analyse and discuss the subject knowledge needed to teach examples of the mathematics curriculum. |
EY, P, ITT |
| J01 |
David Crawford |
It’s a kind of Magic! |
In this session I will present some mathematical tricks that could be used in the classroom just to entertain or to get pupils practising numeracy skills or even to stimulate pupils to look algebraically at the tricks and find out why they work. Plenty of audience participation will be required so do bring a pen and paper (plus a calculator!). |
P, S |
| J02 |
Janice Simpson |
Learning Styles in the Classroom |
Ever felt that teaching maths is like speaking a foreign language? How would you like to discover and teach to a child's preferred learning style? Come along, enjoy the experience and see how you can really make a difference. |
EY, P, S, FE, HE, ITT |
| J03 |
Leanne Dale and Graham Corbyn |
Promoting Innovative Teaching and Learning in the Classroom |
This session will highlight the work carried out by the Specialist Schools Trust Lead Practitioner network. In particular the session will focus on examples of innovative practice that has been developed in the mathematics classroom by a nationally recognised team of teachers. |
S |
| J04 |
Chris Messenger |
Knots of One Strand |
We will study the routes of one strand of rope to make knots, with examples drawn from Mesopotamia in the 3rd Millennium BC, via the ';mystic' know, an auspicious sign of the Buddha and Celtic Art to the decorative know-work of sperm whalers of the 19th century. In this practical session we will look at various methods of drawing such designs, mathematical investigations generated and geometrical constructions involved. Bring your own laptops if you would like to use ICT to explore drawing patterns. |
P, S ITT |
| J05 |
Noel Graham |
Equipment, Young Children and Some Nice Ideas for Both |
This is a hands-on workshop investigating some stimulating and fun ways to use equipment to enhance children's learning and enjoyment of mathematics. The equipment used will be elephants, pattern blocks and learning links. The activities are mainly for children aged 5 to 8 years. |
EY, P |
| J06 |
Jenny Gage and Toni Beardon |
Building Bridges with Mathematics Video Conferences |
Four groups of school students from London and Cape Town are working together throughout this academic year on the theme of Space Science. We are using this theme to show the students how exciting maths and science can be and to enrich their normal curriculum. Video conference sessions will be led by an astronomer, and the students will also present follow-up work during these sessions. This workshop will involve discussion about using videoconferencing in this way, and will focus on building links to the developing world through mathematics and science. |
P, S |
| J07 |
MA Post-16 Subcommittee |
Useful Strategies for AS Revision |
In this session several practitioners will talk bout strategies and stratagems to enhance revision in the context of AS mathematics. The emphasis will be on approaches that encourage interactive learning, including use of groupwork, the internet and individual whiteboards. There will be an opportunity to discuss these ideas and share other ones. |
S, FE |
| J08 |
Gillian Hatch |
Games in Geometry |
Games are widely used to help pupils learn in number and in algebra. This session will consider some games which explore geometrical ideas. In particular, the contribution which games and puzzles (considered as one person games) can make to the development of geometrical reasoning, will be investigated. Participants are invited to bring along their own games to share. |
P, S, FE, ITT |
| J09 |
James Nicholson |
Using Autorgraph with Excel for Statistics Coursework in GCSE Maths |
Excel is universally available in schools, and has many powerful statistical features that can be used surprisingly easily and with little previous experience of working with Excel. Autograph is a very versatile software package which offers access to some good statistical graphical displays. This session will look at the principles of data handling and how to deal with complex data sets, where multiple variables are to be considered: an area which has not traditionally been covered by textbooks. |
S, FE |