The 2007 conference was at Easter at Loughborough University.
Ray Sutton has written about some of his experiences at the 2007 ATM conference in a blog at the NCETM website.
The Opening Speaker was Professor Margaret Brown.
The introduction of the notion of functional mathematics in the Tomlinson report presented an opportunity to the mathematics education community and the QCA to create a qualification which enhances students' engagement in mathematics and their ability to use it in solving practical problems. However the development so far has been plagued by a number of decisions and tensions which threaten its potential benefits. This account suggests more general messages about how we can improve change management in education.
Margaret Brown is a professor of mathematics education at King’s College London and a member of ACME. After teaching in primary and secondary schools she worked in teacher education and research, directing over 25 research projects in the learning, teaching and assessment of mathematics at all stages from Reception to adult. Recently she has been a co-director of the King’s/Edexcel QCA Post-14 Pathways project. She has previously been a member of several government committees and Chair of the Joint Mathematical Council.
The Closing Speaker was David Cain.
“David Cain, after getting his degree in mathematics from Imperial College, became a composer and drama director for the BBC. H e then won a two-year Gulbenkian Scholarship to be composer-in-residence in Cumbrian schools. The pleasure of working with children led him into education. He became Head of Music and later Head of Mathematics in Solway School in Silloth where he spent 11 very happy years. He joined ATM, then worked in Ghana Education Service, lectured in Manchester Polytechnic, worked as an advisor and inspector in Northamptonshire and contributed to the development of a new National Curriculum in Poland. He functions mathematically whenever possible.”
The Mathematics Education Centre at Loughborough University kindly sponsored the ATM Conference in the form of the loan of their Computer Lab for the duration of conference. This offer helped keep the delegate prices as low as possible. We would like to thank the MEC for their support in the ATM Conference.
The Mathematics Education Centre (MEC) provides a focus for those academic staff at Loughborough University working in the field of mathematics education. The MEC has an extensive program of externally funded teaching and learning projects, such as HELM (Helping Engineers Learn Mathematics) which has resulted in high quality resources being made available to students in many other institutions. The MEC also works with schools through NAGTY (The National Academy for Gifted and Talented Youth) and the national Further Mathematics Network. In 2005 the Centre achieved Centre for Excellence status.
Sessions that ran at the 2007 Conference
Grid Number [A1] • Dave Hewitt
A chance to explore the new software from ATM. This software allows you to create arithmetic expressions through movements round a grid. It can help children learn connections between numbers and learn how to write and interpret arithmetic expressions formally. THis session will look at how Grid Number can be used in KS2 and early KS3. Topics addressed will include multiplication tables, different ways of making a certain number, interpreting and calculating arithmetic expressions, inverse, order and learning formal notation. The session will include hands-on activities on computers and discussion of issues.
"Why are we doing this, Miss?" [A2] • Anne Haworth and Geoff wake
Children are told how important and useful mathematics is but school mathematics lessons do not always provide sound evidence of this! In this seminar, we will explore our ideas about teaching a ‘functional’ subject and what we can do to make mathematics lessons more relevant, interesting and enjoyable. We will look at some of the ways in which school mathematics can be applied to real life.
Making use of real resources with low achievers [A3] • Alison Parish
Looking at teaching those who struggle with mathematics in Key Stages 2 to 4, ideas for using free or inexpensive resources to help them make sense of the use of mathematics in school and in the world around them. As many of these pupils are kinaesthetic learners there will be emphasis on doing mathematics and looking at how they might apply skills in other areas of the curriculum and to real-life. There will be a look at how cross-curricular activities can bring the mathematics lesson to life. Be prepared to join in activities and take away some ideas.
Using Geometers Sketchpad in the Mathematics Classroom [A4] • Christopher Poole
Dynamic geometry software can be used to bring a surprising variety of mathematics to life, whether used in conjunction with an interactive whiteboard at the front of a classroom or by staff and pupils working at their own machines. Chris Poole is a self taught expert in the use of the popular Geometer’s Sketchpad software, and has developed a range of resources for interactive whiteboards. As well as showing off some of this material there will be an opportunity to spend time working with the software, whatever your level of previous experience of it.
f(mathematics) = problem solving [A5] • Ian Harris and Lyndon Baker
Using a series of starters, the invitation is for you to function mathematically in ways that you know how and feel comfortable with. Come and join us at the beginning, share insights and hopefully solutions to the problems that are generated and worked upon.
Functioning musically, functioning mathematically (KS2 & 3) [A6] • Chris Messenger
Consciously or unconsciously all musicians and composers function mathematically. According to a myth, Pythagoras was prompted by blacksmiths’ hammers on anvils to examine the link between their masses and the harmonies they produced. Researchers in Los Angeles found that pupils who learnt to play the piano and read music improved their numeracy. The 2006 BA Festival of Science was launched with a high-energy concert that explored links and influences between mathematics and music. In these sessions we will explore some of these links both for rhythm and harmony. Be prepared for some practical experience along the way (bring a musical instrument too if you wish).
Functioning mathematically and functional mathematics [AB1] • Mike Ollerton
If we cause our students to function mathematically is this necessarily the same as teaching ‘functional mathematics? The plan for this double session is to consider ideas which might be considered as functional mathematics-focused tasks yet which are also ripe for exploration and extension thus enabling students to function mathematically.
Collaboration, Inclusion, and Functional Mathematics: a promising approach to Wave 3 [AB2] • Susan Saunders, Simeon Elliott, Tony Wing, Elizabeth Leverton
This double session will give you an overview and hands-on opportunities to become familiar with Numicon, Makaton, and Brighton and Hove’s programme ‘Visual Models and Images supported by Signs and Symbols’. All three organisations have worked closely together over the past couple of years to help primary-aged children to move on in mathematics using visual and kinaesthetic methods. Results have been impressive and children’s confidence has improved ‘I feel like I had wires in my head that weren’t joining together but now they are.’ (Luke, age 9) The methods used support mathematical thinking for all children but particularly those with speech and language difficulties.
Black boxes problems for an experimental approach of the discovery with Cabri 2 Plus [AB3] • Jean-Jacques Dahan
if you attend this session you will try to solve different black boxes to understand why these problems can generate a real math activity. They will generate fist an empiricist activity leading to conjectures and secondly a more rationalist activity leading to validations. We will describe what is a proof in a dynamic geometry environment. We will also point the stages of an ideal research that can appear when solving these problems.
Think inside the box: Giant Balloon shapes [AB4] • Caroline ‘Bubblz’ – Ainslie Bubblz the Clown
Get inside the problem of visualising 3D shapes. Create giant geometric shapes with 1½ metre pencil balloons. This activity enables students to have fun while problem solving, visualising and subconsciously learning shapes. It is a great team building activity and fun for teachers too!
The function of the Soroban: a means to an end? [AB5] • Kimie Markarian
This hands-on session provides an introduction to performing mental calculation using images of beads of the Soroban, the Japanese abacus. The standard Soroban can be used to perform addition, subtraction, division and multiplication; it can also be used to extract square-roots and cubic roots. This workshop will demonstrate how the image of a Soroban can aid the visualisation of number and mental calculation i.e. without using a physical abacus. Additional material will be provided to support understanding of important number principles including: place value, number bonds to 5 and 10 and mental calculation techniques.
Functioning Mathematically within constraints [AB6] • John Hibbs
A group discussion about what stops me being the mathematics teacher I want to be.
The Helical Number Line - why we should be using it in every primary school [B1] • John T. Harrison
There is at present no model of the decimal number system in general use that is not seriously flawed. This results in difficulties for less able children particularly, resulting in poor progress, loss of interest and a general disengagement with maths as a subject. The purpose of this session is to analyse the problem and arrive at a much better model. The session will then become “hands on” to test the new model using different activities. Experience using this model in schools will be presented to make a case for all primary schools to include it in their maths resources as soon as possible.
Mathematical PowerPoint [B2] • Sidney Tyrrell
Make the most of your mathematical presentations and add punch to your PowerPoint. Almost everyone uses PowerPoint these days but not everyone is aware of all the animation and drawing features now available, or of the ease with which one can add sound or video. This is a practical session for learning new skills, being inspired, being creative, having some fun and perhaps sharing some of your tips. Very very little previous experienced required.
Increasing Fluency with Autograph (16-19) [B3] • Douglas Butler
This session will run though a number of lesson plans using Autograph v.3, including AS/A2 topics in Calculus, Coordinate Geometry, Trigonometry and Vectors (in 2D and 3D). Probability and Statistics will also be included. Techniques and tips discussed will include the scribble tool, on-screen keyboard, constant controller and animation controller. A more fluent approach to all of these by the teacher means more effective teaching and certainly more enjoyable learning. A Graphics Tablet will be used.
Infinity, and so on [B4] • Derek Ball
During these two sessions we shall work together on some of the activities I have used in master classes with students in Y9 and above. The purpose of these activities is to give a feel for some of the big ideas – including ratio, irrationality and infinity – that are required to make mathematics functional.
Problem with Coins [B5] • Joe Watson
People used to keep coins in jam-jars, or in piles, on the mantelpiece – for rent, groceries, milk-bill... We shall examine a variety of mathematical problems based on piles of coins – e.g. in how many ways can you arrange ten £1 coins in piles on the mantelpiece? Make up your own problem – and solve it. There are also two ‘patience’ games which you can play with marbles if you haven’t got coins...
Working Mathematically? [B6] • Lyndon Baker and Charlie Gilderdale
Music teachers challenge students to listen and participate. English and History teachers invite students to journey in other worlds. Art and Drama teachers offer students opportunities to explore. What are we to offer students if they are to function mathematically? Join us to explore some possibilities.
Making good use of the TSM Resources CD [C1] • Douglas Butler
Following the annual TSM workshop at Oundle School each July, The TSM CD will have been distributed to all school again in the Autumn. Packed with web links and data sets, and files from GSP, Cabri 2, Cabri 3D, Excel, Word and Autograph is it growing into a major resource for teachers. This session will run through what’s there and how the resources can be put to good use in the classroom. The associated web site at www.tsm-resources.com will also be discussed.
The Virtual Circus [C2] • Paul Stephenson
The Magic Mathworks Travelling Circus is a maths lab. From our large bank of interactivities at our base in North Wales we make up exhibitions which we tour nationally and internationally. In parallel with the real Circus we have developed a section on our website called the Virtual Circus, containing suites of interactivities through which children can extend their hands-on experiences. The workshop will give you the chance to try both and consider how hands-on and computer work can be integrated. The topics we shall investigate will include: the multiplication square, geometrical transformations, Pascal’s Triangle
Multimedia tools to support statistics teaching [C3] • Sandy MacRae
You will get hands-on experience with a multimedia program that supports statistics teaching from basic principles up to A-level. It contains memorable demonstrations for whole-class teaching with a projector and also runs on a network to let students study or revise individually. Study plans can be created by the teacher to support individual needs (such as project work) using tailored extracts from the program. All pre-registered participants will receive a CD of the program to evaluate free for six months. For advance information see www.statbasics.com.
Some functions of Cabri 3D within the mathematics curriculum [C4] • Kate Mackrell
We will explore how Cabri 3D can: facilitate the learning of 3D geometry, including graphs and vectors; facilitate the learning of 2D geometry by acting as a mediator between the world as experienced and the world as represented in 2D; enable the creation of pedagogical models relevant across the mathematics curriculum and in science.
Active Assessment in Maths [CD1] • John Dabell
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 course is for you. It explains how thinking, learning and assessment can be integrated in maths lessons. You will leave the session with a range of practical strategies to share with colleagues and pupils – strategies that really will inspire and motivate.
The function of expectation and surprise in mathematics [CD2] • Anne Watson
If everything which happens in classrooms is predictable, where is the excitement, the fun and the intrigue? In these two consecutive sessions we shall look at some mathematics which does not follow expected patterns, and some other mathematics which does, and think about how learners react to these.
Future Perfect [CD3] • Jennifer Piggott, Liz Pumfrey, Graeme Brown, Toni Beardon
We hope that our pupils leave us “functioning mathematically”. But what does this mean and how can we best do our part in making it happen? When looking back on their mathematical experiences, we would be pleased if our pupils were able to say that they had a “perfect” introduction to the subject and that it prepared them well for the “future” at whatever level was appropriate to their needs. And that certainly involves more than being able to answer standard test questions. It includes pupils feeling empowered to work independently, try things out, and not think there is something wrong when they get stuck. When was the last time you felt “stuck” doing some mathematics and how willing were you to share that feeling, or the few ideas you had about what to do, with others? This session is about doing some mathematics together, getting a bit stuck and thinking about how we might share that experience with our pupils so that we, and they, can feel positive that a problem may be difficult but a solution is worth striving for. A practical session with things you can take away and use with your pupils.
Grid Algebra [CD4] • Dave Hewitt
A chance to explore the new software from ATM. This software allows you to create algebraic expressions through movements round a grid. The close association between physical movements and arithmetic operations helps students interpret quite complex algebraic expressions. Topics addressed will include order, inverse,equivalence expanding brackets, factorising,solving equations and learning formal notation. The first session will involve ‘teacher-led’ activities using an interactive whiteboard and the second session will be hands-on exploration on computers. Discussion of issues will take place throughout both sessions. A commitment to both sessions is required.
Seeing, hearing, thinking and knowing [CD5] • David Cain
Together, we shall function mathematically in our mind’s eye and reflect on the awarenesses that occur. Inside our head is the most powerful piece of technology ever imagined which is in danger of being usurped by dynamic, interactive, exciting media which all too often disappoints. You are warmly invited to three hours of quiet reflective mathematising.
Able to function with geometer sketchpad [CD6] • Wendy Brady
A quick tour through the principal functions of Geometer Sketchpad, explaining the effects of creating diagrams in different ways. We will begin by creating an isosceles triangle from different geometric properties, that result in different levels of interactivity, this will lead to some problem solving tasks. We will end with some Kaleidoscope effects from rotational symmetry patterns. You will leave with some tasks for the classroom.
Geometry for All [CD7] • David Fielker
This was the title of an article by Geoff Giles in MT 100, in which he set out his vision of the future of the subject as something suitable for all pupils, characterised by ‘an intuition of space’, to which a ‘logical frame’ must take second place. We shall work at and extend some of the examples he gave, and look at similar problems.
Increasing fluency with Autograph (11-16) [D1] • Douglas Butler
This session will run though a number of lesson plans using Autograph v.3, including KS4 Statistics Data Handling, transformations and general 2D graphing scenarios. Techniques and tips discussed will include the scribble tool, on-screen keyboard, constant controller and animation controller. A more fluent approach to all of these by the teacher means more effective teaching and certainly more enjoyable learning. A Graphics Tablet will be used.
Friendly Algebra [D2] • Caroline Rickard
This is based around an initial teacher education session designed to take the fear out of the word ‘Algebra’ for some of my primary and early years trainees. Come along and try some of my ideas and perhaps share some of your own. Anyone welcome!
Getting ICT to function efficiently in the Teaching and Learning of Data Handling and Statistics [D3] • Alan Catley
Examination boards positively encourage the use of ICT in preparation of GCSE coursework... “The use of ICT is to be encouraged to allow more time to analyse and interpret the data”. This session will focus on how the efficient use of Autograph (in conjunction with Excel for collecting real data) can shift the emphasis from lots of time spent on presenting results to greater clarity in the ‘specify and plan’ and ‘interpret and discuss’ assessment strands. ‘CensusAtSchool’ will also feature; aimed at making both theory and coursework a more meaningful experience for learners.
Being Practically Functional [D4] • Keith Curry
The aim is to use practical situations to help to develop children’s use of algebraic notation. We will use practical and visual stimuli as challenges for use in the classroom with a view to persuading everyone that algebra can be fun creative and interesting.
Fully Functional Parts [E1] • Elaine Walcot
Some tried and tested examples of practical/active maths projects and archives used in the primary/secondary classrooms as part of a specialist school’s community links outreach.
Functioning mathematically with origami [E2] • Sue Pope and members of the British Origami Society
We believe that origami has a special place in the mathematics curriculum and in this hands on workshop we will share with you activities that require participants to function mathematically
Geocadabra magic [E3] • Ton Lecluse
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. Geocadabra covers almost the complete math program. Geometry (2D, 3D), statistics and probability, analysis. Especially the dynamical possibilities and animations make it a perfect tool to understand what happens if variables change. The user interface is look and feel, no documentation is needed
The Magic of Mechanics – development and evaluation of workshops for school students [E4] • Dr Carol Robinson, Dr Rod Bond, Mrs Barbara Rundle
Within the Mathematics Education Centre at Loughborough University a programme of workshops has been developed through which pre- and post- GCSE students have the chance to carry out hands-on mechanics experiments which illustrate the laws of Newtonian Mechanics. These experiments enable students to apply a range of mathematical techniques such as solution of equations, gathering and analysis of data, algebraic manipulation and graph plotting in real world contexts. This talk will describe the experiences of developing and delivering these workshops and the lessons we have learnt from their evaluation.
A counter logic problem – “On the Boat” [E5] • Rüya Došan
This is an investigation for 16 years old students in order to understand the relationship between functions and series. The prerequisite concepts are: Functions, Domain and Range of a function, Kinds and Properties of Functions. It helps students make trivial the definition of functions, sequences and series. It takes 3 class periods being applied in groups of 3. Students are given a detailed handout for what to do. They work with counters. They keep record of their work. They need to search books and the Internet for some of the questions as well.
Talking Maths [EF1] • Jenny Murray and Liz Pumfrey
Are you looking for resources to help promote mathematical talk in your classroom? We have been collecting and devising material which stimulates real discussion between learners who are solving a problem together. Our sessions will explore connections between language and mathematical understanding. We hope to stimulate discussion between participants by working on the resources together. Please bring any relevant materials you would like to share.
Functioning mathematically. How? What? Why? [EF2] • Margaret Jones and Claire Beckett
We will share with you our favourite resources and associated activities for functioning mathematically. Please feel free to bring along a resource/activity that you might like to share. We will do some mathematics together as well as sharing ideas.
Functioning in the Fourth Dimension with Cabri 3D [EF3] • Kate Mackrell and Jean-Jacques Dahan
We will explore the rich mathematics involved in bringing figures to life with Cabri 3D animation. Beautiful fold-up polyhedra and kaleidoscopes are possible. Amusing cartoon characters who swing on a swing, row a boat or skate on a Möbius strip are also possible. Techniques will range from quite simple, for those new to the software, to quite complex, for those with previous experience.
“Learning and teaching mathematics without a textbook” and “Everyone is special” [EF4] • Mike Ollerton
This will be a double session, practical workshop based upon the ideas within these two ATM publications. The intention will be for delegates to try out any of the 40+ ideas from these resource books, either individually or with others, though the latter will depend upon more than one person turning up. Grid papers and equipment will be available. Towards the end of the session I envisage an opportunity to have a whole group discussion in order to share anything of interest to arise from our engagement with the ideas.
Enhancing Teaching and Learning A/level Pure Mathematics using Autograph and also the Standards Unit Resource Pack ‘Improving Learning in Mathematics’ [EF5] • Alan Catley
This session will focus on two recent innovations that can be successfully integrated into ‘traditional’ teaching of A/level Pure Mathematics to create an ‘enhanced activity based learning environment’. By ensuring all learners are engaged in mathematical activity through appropriate integration of these classroom resources the session will demonstrate how increased understanding of complex topics is achieved; leading to improved performance in examinations. The main part of the session will look at one specific topic from C1 (the Quadratic Function) but there will also be a brief demonstration of lots of other areas where the techniques can be successfully applied.
Algebra through Geometry. Visiting and developing some of the work started by Geoff Giles [EF6] • Geoff Faux
Look to see what of Geoff Giles’ prolific output is still available through Tarquin and you find ‘Algebra through Geometry’, ‘A Pre algebra pack’, ‘Dime solids’, Tri-cube puzzles’ and Tac-tiles’. For many of us Geoff was a geometry man. David Fielker, in a parallel session is working on some of Geoff’s geometry ideas. In this double session we will take ‘Algebra through Geometry as our starting point working with just some of the ideas that always seemed to be racing around in Geoff Giles head. ‘Algebra is very often seen as not about anything. You collect like terms, learn the laws of indices with no perception of why anyone needs to do such things’ (Cockcroft 462) We will use Dime materials to work on this challenge from Cockcroft but we will also work on. What is the place of materials in working with algebra? How do we develop meaningful contexts? How can we plan to bridge between the three activities in the triad ‘Manipulate – get a sense of – articulate’?
Getting the right answer for the wrong reasons [F1] • Sue Dean and Jeff Darby
This workshop looks at how Primary teachers can help children construct their own mathematical knowledge using a developmental learning approach. Using diagnostic tasks designed by the Education Department of Western Australia, teachers can ‘see’ what children are thinking and help them to construct robust understanding rather than short-term performance or procedural knowledge. You will explore the First Steps in Mathematical Number resources and take away practical case study examples.
Functioning in Excel? [F2] • Sidney Tyrrell
Feel feeble at filters and pained by PivotTables? Cannot (yet) grapple with interactive graphs or in a spin about spinners? Excel is a functional and versatile package, and if you have never had the time or patience to get to grips with it this session is for you. Previous experience is not necessary, but if you have some you will not be short of things to do: simulating dice throwing and discovering useful ready made Excel spreadsheets downloadable from the Web for use in lessons. Free copy of CHIME (Census Handling Using Microsoft Excel) published by the RSS included.
Issues arising from the Leeds 14-19 Mathematics Pathways report [F3] • John Monaghan and AN Other (to be decided)
A discussion around the recommendations made in the Leeds 14-19 Mathematics Pathways report. Members of the Phase 1 team at Leeds will outline recommendations in the report (with ample time for questions and discussion) many of which will be trialled and piloted in Phase 2 of the project.
"Maths and Money, Maths on the Motorway" [F4] • Joe Watson
We shall consider mathematical aspects arising from car journeys (including how to keep the children occupied) and from taking out a loan (what is meant by APR?). A lap-top with excel would be handy, but a calculator (preferably with xy key) will do. This may not be ‘functional’ maths - whatever that is supposed to mean - but i hope it will be of interest
Year 6 and can already do it all - What’s next? [F5] • Lynne McClure
If you’re a middle of the road level 4 the move from primary to secondary school is usually O.K. If you’re 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. Come and share strategies to make year 6 and seven engaging and worth while, mathematically speaking.
What are we doing this for? [F6] • Stella Dudzic
Often students think GCSE mathematics is about learning a set of techniques to pass an exam; they don’t realise the power and usefulness of mathematics. This session will look at making links between GCSE topics and applications to help students see the bigger picture.
Making Statistics vital at A Level [G1] • Jonny Griffiths
This last year I’ve been writing new activities for use in the A Level statistics classroom. In this workshop you are invited to try some of these out and to join in discussion as, to the best ways to enliven our students learning of statistics at A Level.
Motivating Primary pupils - The Primary Mathematics Challenge [G2] • Peter Bailey
We will look at recent problems from the Primary Mathematics Challenge. We will find out how the P.M.C works and how teachers can use the P.M.C. to raise the profile of maths in their school.
Pulse - Using the strengths of computers to assess and progress [G3] • Helen Claydon, Adella Osborne, Lesley Ravenscroft
A chance to see for yourself the benefits of Pulse’s innovative on-screen assessment and reporting series. Pulse assessments have been developed by the team that writes the National Tests in Key Stage 3 Mathematics. The assessments include genuinely interactive and exciting questions which make full use of the benefits of on-screen presentation and build on the team’s research in this area. The tests also offer automated marking and rich, diagnostic feedback that feeds straight back into teaching plans. Come along, try the materials and give us feedback.
PEOPLE Functioning MATHematically [G4] • Bob Vertes and Alan Bloomfield
We will share some recently developed approaches to mathematical topics (and perhaps one or two old favourites) using People Maths, and exploring their hidden depths. We will welcome contributions form participants sharing their ideas and experiences with kinaesthetic learning of mathematics
Integrating Autograph into Teaching and Learning Mathematics at Key Stages 3 and 4 [G5] • Alan Catley
Autograph is an ideal classroom ‘tool’ for keeping learners focused on mathematical activity. This session will concentrate on the ‘Standard Level’ option which simplifies the software sufficiently to ensure that the ‘technology’ does not get in the way of the ‘mathematics’. Tried and tested lesson plans will be discussed from a variety of areas of the KS3 and KS4 curriculum which clearly demonstrate the amazing flexibility of Autograph.
Maths Clowning : Mental fun! [G6] • Caroline ‘Bubblz’ – Ainslie Bubblz the Clown
Maths is boring! Maths is hard! No its not! Maths is Mental! Mental fun that is! A clown and clowning techniques help children forget themselves and the fact that they are ‘doing Maths&squo;. They are having fun while problem solving, an excellent way to assimilate techniques and a great memory aid. Come and see how!
Writing to publish in MT [G7] • Colin Foster and Helen Williams – MT Editors
Why not write something for us to publish in MT? Have you a burning issue or a classroom event to talk about? Perhaps you could bring a short video clip or photograph to discuss and write about? This practical session will support you in writing. Wine will be provided and we can spread into the EXTRA session that follows, if required. Come and join us.
Another and another and more [G8] • Geoff Faux
We will take as our starting point just a few of the 4500 problems in ‘Exercises and problems in Mathematics for classes l – IV from Hungary and explore dimensions of possible variation and working for generality from these starting points. During the session we will work collectively at not more than four problems of which the one below is not untypical. Calculate the value of the following quotient:
10 000.10 004 – 10 002.9998
10 000.10 001 – 10 001.9999
Functioning musically, functioning mathematically (KS4 & 5) [G9] • Chris Messenger
Consciously or unconsciously all musicians and composers function mathematically. According to a myth, Pythagoras was prompted by blacksmiths’ hammers on anvils to examine the link between their masses and the harmonies they produced. Researchers Los Angeles found that pupils who learnt to play the piano and read music improved their numeracy. The 2006 BA Festival of Science was launched with a high-energy concert that explored links and influences between mathematics and music. In these sessions we will explore some of these links both for rhythm and harmony. Be prepared for some practical experience along the way (bring a musical instrument too if you wish).
Functional Models [H1] • Tandi Clausen-May
‘Models to think with’ can help all pupils to develop their understanding of key concepts at any level of mathematics. In this session we will explore a range of dynamic models, some based on manipulable apparatus, and others which exploit the facility of PowerPoint to show movement on the screen.
The Function of Children’s Literature in the Primary Mathematics Classroom [H2] • Dr William O Lacefield III
This session will help to develop a rationale for using children’s literature to teach mathematics to young learners. Participants will explore several types of literature (including riddles, nursery rhymes, poetry, books, and newspapers) and will cultivate ideas for integrating literature with opportunities for reasoning, problem solving, development of mathematical vocabulary, and reinforcement of important skills. All will leave the session with meaningful lesson-starters and engaging, ready-to-use activities
Enhancing Excel as a Teaching Tool [H3] • John Holden
Excel does not cope well when required to graph continuous data. This session will show how using an excel Add-In teachers and pupils can produce histograms, frequency diagrams, and box-whisker plots easily. Other areas of mathematical functionality that will be shown include sampling and decision mathematics capabilities. (The Excel Add-In used for the session will be the NAG Schools Excel Add-In (N-SEA))
History of Maths and the teaching of proof [H4] • Snezana Lawrence
This workshop will have three aims: * To demonstrate how the history of maths can help teach mathematics at Key Stage 4 and how teachers can deploy some famous mathematicians as their classroom assistants. * Geometer’s Sketchpad will be used for all proofs, and resources will be made during the workshop for participants to take back to their schools * Resources will be given to teachers to use in the classroom
Making Mathematics Teaching Inclusive [H5] • Debbie Morgan
Many pupils experience difficulties in learning mathematics for a variety of reasons. This session will explore some of those reasons, including those experienced by dyslexic learners. A number of strategies and resources will be suggested to enable all pupils to access learning in mathematics.
Functioning mathematically – group encounters [H6] • Jennie Pennant
The workshop offers the opportunity to explore the strategy of collaborative problem solving where students work together in groups, each having a part of the information needed to solve the problem on a card. Trying out a range of these problems will be a prelude to looking at the pitfalls and challenges in devising them. Participants will have the chance to work in groups and produce some new examples.
Popular mathematics? [H7] • Heather Mendick
This session will be a discussion around the questions: Where are maths and mathematicians in popular culture? What are the images of them like? How are gender, class, ethnicity and sexuality linked with these? What are the implications of these images for maths teachers? In order to provoke discussion, Heather will present extracts from popular culture - including films, television programmes and computer games - and will also draw on research findings into what undergraduate and Year 10 students had to say about these images.
This has worked for us! [H8] • Jill Mansergh and the Primary team members
Ideas for the primary classroom to stimulate mathematical thinking. This session will look at a range of ATM and other resources and discuss how these can be used with effective questioning in the primary classroom. This session will include practical ideas and discussion.