Explain this
ATM Conference 2012 • The sessions
The richest professional development for maths teaching and learning
ATM has been involved in the business of the professional development of mathematics educators for over fifty years. The Easter Conference is the annual highlight of ATM’s programme of professional development events.
Conference 2012 • Enigmas
Mon 02 – Thu 05 Apr 2012
The conference title is ‘Enigmas’, referring not only to the interesting puzzles within mathematics but also the puzzling or inexplicable occurrences in the classroom.
Full details of the ATM Conference 2012
The Gattegno Strand
The people running sessions within the Gattegno Strand have identified that a part or the whole of their session will have some relation to the work of Caleb Gattegno. Given the theme of the conference we felt that it may be helpful this year for conference members to be able to identify this link more explicitly within the session programme. It is important to note that this does not mean that other sessions within the programme will not be influenced by Gattegno as over the years many sessions at ATM conferences have had this influence.
This year we are introducing some informal, practical sessions in the Workshop. Each session will focus on one aspect of the workshop and a session leader will be available to help you try out activities and discuss ideas. You can book a place in these sessions in the normal way.
The Sessions
- AB Double Sessions • Mon 16:00-17:30 & Tue 09:00-10:30
- A Sessions • Mon 16:00-17:30
- B Sessions • Tue 09:00-10:30
- CD Double Sessions • Tue 11:00-12:30 & Tue 16:00-17:30
- C Sessions • Tue 11:00-12:30
- D Sessions • Tue 16:00-17:30
- EF Double Sessions • Wed 09:00-10:30 & Wed 11:00-12:30
- E Sessions • Wed 09:00-10:30
- F Sessions • Wed 11:00-12:30
- G Sessions • Wed 16:00-17:30
- H Sessions • Thu 09:00-10:30
AB Double Sessions • Mon 16:00-17:30 & Tue 09:00-10:30
AB1 • Cockcroft 30 years on • Kath Cross and Anne Haworth
The Cockcroft Report stated that 'Mathematics lessons in secondary schools are very often not about anything'. Have things changed in the last 30 years? We will look at a collection of activities showing that school mathematics can be about something.
Some pre-reading (short) and an activity to ponder here
In preparation, you may like to watch this video of Dan Meyer talking about teaching mathematics
3 • 4 • 5T • A * See key
AB2 • Teaching Mathematics as if the Planet Mattered • Laurinda Brown, Alf Coles, Tony Cotton and Jan Winter
In the first session we will tackle the enigma of how we can know what is happening to the planet (e.g., climate change, biodiversity) and work on how mathematics has helped shape the issues, is involved in communication about the issues and is used to model the issues. In the second session we will begin from the curriculum (e.g., number, geometry) and work together on how we could develop activities so that students engage in mathematics 'as if the planet mattered'. We will be working on mathematics at our own level, discussing issues that arise and considering practical implications for the classroom.
3 • 4 * See key
AB3 • Constraints • John Hibbs
Due to popular demand. Using ideas pinched from the classroom active research, the group will explore the constraints placed on teachers of mathematics ('What stops me teaching the way I wish to teach?') and seek strategies to get around these.
1 • 2 • 3 • 4 • 5 * See key
AB4 • Historical Problems for the Mathematics Classroom • Leo Rogers
The history and culture of mathematics is an important part of our mathematical heritage. It is also still a 'key concept' in our mathematics curriculum and can provide many opportunities for developing deeper understanding of mathemaitcal concepts. This session will provide a collection of mathematical problems and puzzles taken from a variety of historical contexts. The problems will be presented as 'low entry' tasks suitable for a variety of levels of knowledge and capability. Participants will be provided with resource lists and suggestons for development and extension of selected problems.
2 • 3 • 4 • 5 • T • A * See key
A Sessions • Mon 16:00-17:30
A1 • Doing the active things you’ve never done but felt too ashamed to say so! • David Cain
This is a chance to do ‘Frogs’, ‘Square Chairs’ and ‘Fleas’ all in the space of 90 minutes! Even if you’ve done one or two of them before there is always more to discover about them in the company of like-minded active people. If (when!) we run out of time I will offer an extra session on Tuesday afternoon to tie up loose ends.
F • 1 • 2 • 3 • 4 • 5 • T • A * See key
A2 • Origami Tessellations • Tung Ken Lam
This session in the Workshop will focus on one aspect of the Workshop. A session leader will be available to help you try out activities and discuss ideas. Book a place in this session in the normal way.
F • 1 • 2 • 3 • 4 • 5 • T • A * See key
A3 • Introduction to the National STEM Centre • Lydia Showan
The National STEM Centre is home to the UK's largest resource collections for STEM subjects ages 5-19. Come along to investigate: 'A treasure chest of inspirational resources, including hands-on kit', 'How our online community can support your school/college and networks', ' Where to look for wider STEM support'.
1 • 2 • 3 • 4 • 5 • T • A * See key
A4 • Numicon. Using action, imagery, conversation and structure in our approach to the teaching and learning of early number skills • Helen Farmery
Through activities using Numicon's multi sensory approach, this session will focus on how mathematical reasoning and problem solving is developed through a combination of action, imagery, conversation and structure. The workshop will address the difficulties that early numeracy presents to many children and highlights how by providing an environment where children can construct their own understanding, these difficulties can be overcome.
1 • 2 * See key
A5 • The Enigma machine and the secret world of codes and code breaking • James Grime
The Enigma Project is an outreach project of the Millennium Mathematics Project at the University of Cambridge that uses hands-on codebreaking to engage KS2-5 students with mathematics. This session aims to show how the science and history of cryptography can be used in the classroom as a context for the development of data handling, problem solving and logical reasoning skills. It will include a demonstration of a genuine WWII Enigma machine, explaining how mathematicians have changed the course of history through cracking secret codes. Delegates will have the opportunity to put their code breaking skills to the test, and gain definitive verification that mathematicians can be heroes too!
2 • 3 • 4 • 5 • T * See key
A6 • Turning the Tables • Members of the ATM/MA Joint Primary Working Group
Teaching multiplication facts to primary children has always been as vital as it is tricky. In this session the ATM/MA Primary Working Group have collated some of their favourite ideas to make this task a pleasure rather than a pain. Delegates will leave with a reminder of old but effective strategies, as well as some exciting additions to their arsenal.
2 * See key
B Sessions • Tue 09:00-10:30
B1 • Working Mathematically with very little • Douglas Williams
Sometimes we think that we must have heaps of equipment and fancy computers to help students learn to work like a mathematician. As valuable as these resources are, the most important component is a teacher who 'lives by' the Working Mathematically process in the preparation, presentation and evaluation of their lessons. This workshop offers an outline of the sort of investigations you can begin with simple materials such as pencil and paper, dice and counters and even old scrap card.
More information about this session here
2 • 3 • 4 • A * See key
B2 • Big Maths Ideas presented in 14 Poems • Helen Prochazka and Maurice Murphy
Maths is more than measurement and number calculations
More than geometry, statistics and algebra manipulations
So we set out to elucidate its beauty, heart and history
Its concepts, connections and contexts and do all of this with poetry!
For the economy of a rhyme, has significant potential
To communicate, with feeling, what in maths is quintessential
We hope our content-rich verses, many teachers may soon find
Are a way to link the big ideas, to a mathematics students mind!
3 • 4 • 5 * See key
B3 • Many Ways to Multiply: Moving Beyond Traditional Algorithms • William Lacefield
While traditional algorithms for multiplication might result in correct answers, pupils who learn only one or two methods may memorise procedures without developing deep levels of understanding. This session will focus on a variety of multiplication strategies, including lattice, partial products, modeling with manipulatives, Ancient Egyptian, and Russian Peasant. Session participants will be actively involved in exploring creative algorithms and will be invited to share their own experiences in teaching young learners to multiply.
1 • 2 * See key
B4 • Creative Ideas for Teaching Mathematics • Kathryn Omoregie
Creative Ideas for Teaching Mathematics - the use of visual aids for learning, concrete manipulatives, cross-curricular activities and other approaches to teaching mathematics creatively
More information about this session here
2 • 3 • 4 * See key
B5 • Some Useful Resources for Teaching Statistics at A Level • Stella Dudzic
This is an opportunity to have a go at using some resources for teaching S1 which you may find useful in your lessons. This session is suitable for teachers of all A Level S1 specifications who would like some new ideas for teaching. Some of the ideas can also be used at GCSE level.
4 • 5 • T * See key
B6 • Using Dice, dominoes, playing cards that gather dust in cupboards • Vivien Townsend
This session in the Workshop will focus on one aspect of the Workshop. A session leader will be available to help you try out activities and discuss ideas. Book a place in this session in the normal way.
1 • 2 • 3 * See key
CD Double Sessions • Tue 11:00-12:30 & Tue 16:00-17:30
CD1 • Children Talking about Mathematics • Jeannie Billington and John Hibbs
A double session which involves working collaboratively. The mathematical tasks are introduced in such a way as to ensure quality of discussion, interaction and creative thinking. Children have to use their common sense and resourcefulness. We will consider the value of such tasks from both a cognitive and social point of view. You will have the opportunity of creating some of your own tasks.
1 • 2 • 3 • A * See key
CD2 • Solving the Enigma of Learning Mathematics in Bahrain • Colin Penfold
These sessions will explore the strategies that the Ministry of Education in Bahrain has adopted to transform teaching and learning of mathematics. We will discuss how culture affects learning and will look at some of the puzzling aspects of learning mathematics in Arabic than having to apply it in English: numbers, number lines, imagery, etc. We will look at videos of children calculating and discuss how we are working together to improve their knowledge, skills and understanding, including classroom activities. What can we learn that could be applied in the UK?
1 • 2 • A * See key
CD3 • A workshop of puzzles for EYFS to KS 4 classrooms • Helen Williams and Mike Ollerton
This will be a 'traditional' workshop. We shall offer delegates puzzles, questions, equipment and grid papers for you to work with. Ideas will range across EYFS to KS4 and each session will begin as soon as the first person walks through the door. Puzzles and questions will be an eclectic mix. You may choose to work on your own or with others; the only 'structured' part of the workshop will be a whole group discussion towards the end of the second session to focus on the implications of including any of the ideas in your practice.
F1 • 2 • 3 • 4 * See key
CD4 • Mobile Maths • Jayne Stansfield
This workshop is based around the final project of a Maths Enhancement student which was inspired by the art of Alexander Calder and explores the mathematics of balance. In this workshop we will use these ideas to make a Calder style mobile and show how the maths can be adapted for use in classrooms at a range of levels throughout primary and secondary. This is a double session. The first part will explore the mathematics involved. We will build our mobiles in the second part which will take place in the workshop. You may attend either part separately if you wish.
1 • 2 • 3 • 4 • 5T • A * See key
CD5 • Alan Turing, the Enigma and Cryptography in the Digital Age • Reena Pau
In a speech to the UK Parliament in May 2011, President Obama said ""from Newton and Darwin to Edison and Einsten; from Alan Turing to Steve Jobs, we have led the world in our commitment to science and cutting-edge research"". The least familiar name in this list is Alan Turing. This session will explore Turing's legacy, in particular his place in defining computers, computing and artificial intelligence. He was intrumental in breaking the German Enigma and we shall use this as a springboard to exploring the role of cryptography in the digital age, using interactive activities to explain how it's done.
3 • 4 * See key
CD6 • Working with Rods • Geoff Faux
Two Practical sessions working with Cuisenaire rods with an emphasis on using them at KS 3. It would be really useful if participants could view at least the first of the three videos on Youtube of Dr Gattegno working with Pupils from St Georges Primary School http://www.youtube.com/watch?v=ae0McT5WYa8 before the conference. In session one we will work with rods looking particularly at how they model ratio and multiplication. In session two we will extend the ideas of session one using a set of Cuisenaire prisms and cubes.
1 • 2 • 3 • 4 • 5 • T • A * See key
C Sessions • Tue 11:00-12:30
C1 • What can you do with a Pack of Cards • Douglas Williams
Quite a lot actually. Your first thought is probably chance related activities, and yes we will include a couple of those. But cards also have numbers on them so they can be thought of as number tiles, which means lots of arithmetic possibilities. And if you turn them over they are just objects so more doors open by arranging them in patterns. The workshop offers a smorgasbord of activities and investigations which use this easily obtainable resource to help develop your Working Mathematically classroom.
More information about this session here
2 • 3 • 4 • A * See key
C2 • Widening Participation with use of Maths • Stan Dolan
An answer to the perennial problem of encouraging and motivating students to study maths - particularly post-16. How FSMQs can be combined to form Use of Maths qualifications at levels 1, 2 and 3, together with a look at how freely available resources can be used as the basis of practical and relevant classroom activities.
4 • 5 * See key
C3 • Puzzle no more about Excel • Sidney Tyrrell
FULL - no more bookings
Join us for eight 10 minute bite sized intros to PivotTables, Spinners and Sliders, Pictograms, Naming not Shaming, Conditional Formatting, Fabulous Filters, Cool Charts and Colourful Dice. Take away full instructions and DIY spreadsheets on a CD with other ready made spreadsheets to use and customise. Absolutely no previous knowledge assumed.
1 • 2 • 3 • 4 • 5T • A * See key
C4 • Using Origami in the Learning and Teaching of Mathematics - Web based support • Sue Pope
Origami is a creative, enjoyable and practical way of engaging learners. It also provides a valuable starting point for mathematical exploration and developing understanding. The potential for developing rigorous mathematics tends to be underexploited. The British Origami Society is establishing a website to support teachers using origami in mathematics teaching and learning. Each model has curriculum links and suggestions for use. Come along to the session to find out more about the website, how it might evolve and how you might contribute.
1 • 2 • 3 • 4 • A * See key
C5 • Exploring the Workshop from a primary perspective • Joint Primary Working Group
This session in the Workshop will focus on one aspect of the Workshop. A session leader will be available to help you try out activities and discuss ideas. Book a place in this session in the normal way.
F • 1 • 2 • 3 • 4 • 5 • T • A * See key
D Sessions • Tue 16:00-17:30
D1 • Working Mathematically with Infants • Douglas Williams
It's different, children learn more and teachers love it. Developed by teachers who are engineering their classrooms to enhance children's number sense, Working Mathematically with Infants splices Threaded Activities from Calculating Changes with Investigations adapted from Mathematics Task Centre and Maths300. Threading is a teaching technique using rich, differentiated activities for small amounts of time. The workshop introduces you to these activities and investigations, and the planning model teachers have developed to implement them. Mathematical conversation and learning in community - whole class and small groups - are key features of the learning environment.
More information about this session here
1 • A * See key
D2 • More Mathematics on the Beach • Diane Cochrane and Karen Gladwin
FULL - no more bookings
Following on from our experience on the beach when we were last in Swansea we would like to continue to explore mathematics outside the classroom in a variety of ways. The session will be practical and involve activities working in pairs and groups on the sandy beach and dunes opposite to the University campus. Please make sure you have suitable footwear and of course a coat .just in case!
1 • 2 • 3 • 4 * See key
D3 • NRICH • Lynne McClure and Jenni Back
Since the last annual conference, the NRICH primary team have trialled and developed activities with extensive teacher support for teachers. Come and share our latest offerings, many of them 'low threshold, high ceiling'.
1 • 2 * See key
D4 • Decimal fractions, exploded • John McCormack
This session reveals new insights into decimal fractions, discovered through a powerful software model. Users explore the linkage in the topic through fraction steps overlaid on a zoomed ruler. The model illustrates fractions of fractions and fractions of decimals.
2 • 3 * See key
D5 • ACME's Mathematical Needs Project • Anne Watson
During 2010-2011 The Advisory Committee for Mathematics Education consulted widely and produced two reports on Mathematical Needs. One is about workplace and higher education needs; the other is about learners' needs. The aim of the reports was to influence policy. In this session we shall outline the main messages in the reports and discuss the implications for all teachers of mathematics and their schools.
1 • 2 • 3 • 4 • 5 • T • A * See key
EF Double Sessions • Wed 09:00-10:30 & Wed 11:00-12:30
EF1 • Some puzzles and games to enliven mathematical learning • Bob Vertes and Jacky Oldham
I have been a collector and occasional inventor of mathematical puzzles and games which will be useful as lesson starters, lesson enders, or for use in Mathematics clubs or with gifted and talented pupils as extension activities. Some have previously been shared at ATM, such as Vertigo, available on ATM website; others are 'newer'. Come and play, and explore these with others who enjoy using puzzles and games in the classroom.
1 • 2 • 3 • 4 • 5 • T • A * See key
EF2 • Using maths and art in the classroom - beyond tessellation • John White
Participants will be invited to consider the mathematical opportunities offered by the work of modern artists and describe how these have been used successfully in the classroom. The artists considered will include Max Bill, Mary Martin, Donald Judd, Victor Vaserely with a nod to Maurits Escher.
3 • 4 • 5T • A * See key
EF3 • Working with Primary Maths Specialists: How do Primary Teachers view mathematics and their pupils' learning of the subject • Barbara Allen and Geoff Faux
The Mathematics specialist teacher programme (MaST) is the first government funded project in primary mathematics concentrating on the professional development of teachers for many years. Is this a return to the 20-day and 10-day courses? The OU MaST programme is underpinned by a belief in the effectiveness of experiential learning. We will share some examples of the OU programme and the impact of some of the maths tasks on our students.
1 • 2 • 3 • T • A * See key
EF4 • Getting to the Big Ideas in Secondary Mathematics • Christopher Martin
In this session a goup of us will work together to consider how best we can facilitate learners to uncover some of the Big Ideas in mathematics. The session will give opportunities to work with tasks in order to consider both their potential in a classroom context but also to consider our own approaches when attempting them.
3 • 4 • 5 * See key
EF5 • Learning Together • Barbara Ball and Derek Ball
The emphasis of the seminar, will be on discussing mathematics and solving problems and learning together in different ways. Derek will present the mathematics for you to work on and then Barbara will lead discussions on what happens.
2 • 3 • T • A * See key
E Sessions • Wed 09:00-10:30
E1 • Puzzling activities and challenging problems • Jenny Murray
Come and do some puzzling games and mathematical problems in this workshop session. Some of what is on offer will be whole group activities but most is material for pairs working together. Much of this is in the form of 'Challenge Activities' which are designed to encourage learners to think, and talk mathematically to each other, as they work on a problem together. We also hope to stimulate discussion between participants by working on the games and other resources.
2 • 3 • A * See key
E2 • Code Breakers – a challenge day for KS2/3 pupils • Vivien Townsend
This session is linked to the theme of codes and the work of Alan Turing. We will experience activities from a day of code breaking challenges for KS2/3 pupils that has been designed, tried and tested by the session leader in primary and secondary schools in Warwickshire. We'll talk about the format and appeal of the day and all attendees will receive an emailed pack complete with activities and pupil evaluations/ letters home to use back at school.
2 • 3 * See key
E3 • The Changing Assessment Landscape • Andrew Taylor
FULL - no more bookings
This session will be led by the head of mathematics at AQA and will look at changes that are already happening or proposed in the way mathematics is assessed and the range of qualifications available. It will also consider the teaching and learning implications of these changes.
4 • 5 • A * See key
E4 • ATM Website - ideas and opinions • Marten Gallagher
Invitation to colleagues to spend a little time focussing on the ATM website with a view to discovering snags, usability issues and brainstorming ideas for adding further improvements.
1 • 2 • 3 • 4 • 5 • T • A * See key
E5 • Experience with the Cui Curriculum • Ian Benson
Gattegno maintained that we can exhaustively identify the awarenesses needed in any domain and redefine teaching as the activity which leads students to cover this ground for themselves without missing any essential steps and without wasting time. To this end he developed the Cui curriculum and popularised it in his Mathematics textbooks. This session is based on seven years experience of re-introducing Cui to English primary schools. We will follow sample lessons in which students and teachers work algebraically before studying number, and explore the mechanisms for sustained student performance improvement.
More information about this session here
1 • 2 • 3 • 4 • 5 • T • A * See key
E6 • Exploring Board Games • Andrew Roberts
This session in the Workshop will focus on one aspect of the Workshop. A session leader will be available to help you try out activities and discuss ideas. Book a place in this session in the normal way.
F • 1 • 2 • 3 • 4 • 5 • T • A * See key
F Sessions • Wed 11:00-12:30
F1 • ...and Maths • Members of the ATM/MA Joint Primary Working Group
The ATM and MA Primary Group have been working together on a project entitled '...and Maths'. The vision was to produce a book of truly cross-curricular ideas, rather than maths lessons with 'a bit of art/history etc.' The result of their work is a fabulous resource, jointly published by the MA and the ATM. In this session members of the group will discuss the finished project, and demonstrate some of the great ways in which maths can be effectively integrated into all areas of the key stage 2 curriculum. There will be a chance to try out and discuss the various activities.
2 * See key
F2 • Quality Resources Quality Learning • Emma Smith
In this fast paced session I will be sharing resources I have made during my training year and show you how they can be used in the classroom to ensure engagement and more importantly learning. You will be given the opportunity to experience the activities yourself and discuss how they can be used in your classroom.
3 • 4 * See key
F3 • Dynamics without a Computer • Tandi Clausen-May and Marijke Walters-De Veerman
Computers are wonderful. The dynamic images they provide through packages like Cabri and Geogebra, Flash, PowerPoint, and by myriad other means, have revolutionised the way we teach. They enable us to bring movement and meaning to everything from the properties of quadrilaterals to distance-time graphs to sine waves. But have we, perhaps, lost something along the way? In a recent project working with school teachers from 'historically disadvantaged communities' in South Africa (AIMSSEC) we explored ways to offer similar key dynamic images and concepts to our learners without computers – indeed, as often as not without electricity! We rediscovered a direct, kinaesthetic experience that we felt had been missing when everything was done on screen. In this session we will work on practical, dynamic approaches using simple materials – or the learners themselves – to 'see' and, above all, to 'do' mathematics. Bring any ideas of your own to share and use in the classroom.
2 • 3 • 4 • A * See key
F4 • Hands on Fractions • Liz Gibbs
Fractions are difficult to teach and children in turn find the concept difficult to learn .This is an activity packed practical hands on workshop. We will use standard classroom equipment such as dice, tracks, multilink, pattern blocks and counters.
2 * See key
F5 • Data, data, everywhere • Jim Noble
As a teacher I am increasingly excited by the availability of real and relevant data for classroom use and the ease with which technology allows us to get it and process it. There are also a number of very powerful data collection tools around too. This extends to the use of iphone/ipod touch apps etc that mean students often have very powerful data loggers in their pockets. In this session the aim is both to show some of the brilliant data sources/collection tools that are out there along with sharing some of the ways they could be used in the classroom with concrete examples and hands on practise for participants. Fruitful participation in this session probably depends on at least some of the participants bringing a laptop and/or a smartphone/ipod etc.
3 • 4 • 5 * See key
F6 • A Genetic View of Integration • Bob Burn
How did Fermat and other 17th century mathematicians build on the work of Archimedes to generate the kind of ideas which sixth formers use today? What were the particular curves that Archimedes had understood which became springboards for later mathematicians?
4 • 5 • T • A * See key
G Sessions • Wed 16:00-17:30
G1 • Beyond the Tip of the Iceberg • Douglas Williams
A mathematician's work begins with an interesting problem. Therefore in a curriculum built around learning to work like a mathematician, students will often be invited to begin their work in this way. The hands-on problem solving tasks from Mathematics Task Centre are the world's largest source of such interesting starting points and they offer much more than the tip of the puzzle described on the card. In this workshop you will explore a sample and find out about their depth, their multiple lives and the web support provided by Mathematics Centre so that you don't have to 're-invent the wheel'.
More information about this session here
2 • 3 • 4 • A * See key
G2 • Numberline Subtraction • Caroline Rickard
A chance to think deeply about the role of the numberline in learning about subtraction.
EY • F • 1 • 2 • A * See key
G3 • Gattegno's powers of the mind: some of the challenging ones • Piers Messum
The powers of the mind (or 'attributes of the self') are at the heart of understanding the learner in Gattegno's model of learning. Some are what we might expect to see. Others are either unexpected, or are described by him in unexpected ways. We will work on better understanding three of these: the need to know, will and awareness
1 • 2 • 3 • 4 • 5 • T • A * See key
G4 • To what extent might role play be a useful tool for learning mathematics? • Helen Williams
To what extent is role play a useful tool for learning mathematics? is the title of my PhD research proposal. I intend to share some of the data I have been collecting in a Y4 and/or Reception classroom and open up discussion around questions such as: What is the level of involvement of participants? (Pascal, C., & Bertram, T. (1999) The Effective Early Learning Project; The quality of adult engagement in early childhood settings in the UK. University College Worcester Centre for Research in Early Childhood Education). How does what is happening relate to what else is going on in the classroom (mathematically)? What might be some of the broader educational themes raised by these observations?
F • 1 • 2 • A * See key
G5 • Teaching for Understanding • Heather Davis
FULL - no more bookings
If children understand the mathematics they encounter in the classroom they are better enabled to apply that mathematics in unfamiliar situations. This workshop will explore some classroom approaches for doing this and some resources which can support it for all, including the most addicted algorithm junkies. We will focus on Number.
2 • 3 • 4 • 5 * See key
G6 • Taking Mathematics Outdoors • Liz Gibbs
This workshop looks at taking mathematics out of the classroom and onto a playing field (or school hall on rainy days!). The workshop activities are based around constructing a giant 100 square and parachute. This is an action packed workshop and you will be expected to join in, run about and work as a group beneath the parachute.
1 • 2 * See key
G7 • Symmetry Corner • Paul Stephenson
Throughout the conference one Workshop table will be thus dedicated. The timetabled session will be a chance for the attendant, Paul Stephenson, to draw attention to the materials one-by-one and for the attendees to spread their scissors, mirrors, selves, etc. round the room. If you never made a 'polish' cut-out as a child – or a rotation symmetry variant; if you've never really studied the simple dihedral kaleidoscope – or added a side to make a polygonal one; if you want to meet Bob Burn's challenge to design such a kaleidoscope and so lay it on a frieze that you see a wallpaper pattern; if you've never fitted the extra mirror in the corner to make a polyhedral kaleidoscope and followed the great Coxeter in creating a cube from an orthoscheme, Symmetry Corner is the place to be.
More information about this session here
1 • 2 • 3 • 4 • 5 • T • A * See key
G8 • The Mathematics of Infographics • Jim Noble
I love infographics and there are some brilliant people making these at the moment. They are fraught with mathematical danger though and interpreting them and creating them depend on strong mathematical awareness and as such they provide opportunities for rich activity in areas of maths that go past statistics like, area and proportion for example. In this session the aim is to show a number of examples that, as a group, we would analyse critically and then look at some examples of how these can be created perhaps from some of the data collected in the session 'Data, Data, everywhere'. All with a view to concrete ideas for lessons.
3 • 4 • 5 * See key
G9 • Trail Blazing Mathematics • Garrod Musto
This session will outline the experiences of ATM members who teamed up with the local IMA branch in Bath to create a maths trail around the city (with the help of Dr Maths Mr Steve Humble). Then the session will illustrate how encouraging local undergraduate, PGCE students and local schools to get involved enabled the maths trail to become a big hit during national science week. The session hopes to illustrate just how easy it is to blaze your own trail and will provide delegates with a rich series of resources for you to have a go in your local area.
3 • 4 • 5 • T * See key
G10 • The Islands of Professor Smullyan (or some adventures in logic) • Edwin Beggs
Following the theme of Turing, this session will explore the fascinating world of logic. We will look at some simple puzzles that introduce and develop some methods of problem solving using logic. We will also examine the limitations of logic.
3 • 4 • 5 * See key
H Sessions • Thu 09:00-10:30
H1 • Exploring tensions between Mathematics and Approaches to Teaching and Learning in English and Hungarian Classrooms • Jenni Back
We will look at video clips from English and Hungarian classrooms and some practical resources from both settings to examine some approaches to teaching and learning and explore some tensions between the mathematics and classroom practice. We will discuss how to make use of our observations in our classrooms.
1 • 2 • 3 • 4 • A * See key
H2 • NRICH • Charlie Gilderdale
Since the last annual conference, the NRICH team have trialled and developed activities with extensive support for teachers. Come and share our latest offerings, many of them 'low threshold, high ceiling'.
3 • 4 * See key
H3 • Escher's Lizards and the Two Square Tessellation • Bob Burn
We will explore particular wallpaper patterns with rotations, finding extreme and standard tiles for the patterns. As with a workshop in 2011 on Escher's horses and sea horses, translation orbits will give us a handle on the possibilities. Participants should bring a pencil a rubber and a ruler.
liams2 • 3 • 4 • 5T • A * See key
H4 • Proof by Pizza • David Acheson
How can we bring some of the key ideas and pleasures of mathematics to very young children, or even to family audiences in schools? I will explore several possibilities, including using pizza to introduce the idea of an infinite series.
1 • 2 • 3 • 4 • 5T • A * See key
H5 • Extending the classroom • Jim Noble
This session is aimed at sharing examples of practical maths lessons that take place in the hall/playground/corridor/field etc helping to break up the routine of desk or computer based activity. We will start by presenting and trying some ideas and hopefully developing them together, then I hope we can share ideas of a similar nature and, if time allows, collaborate to come up with new ones.
3 • 4 * See key
H6 • Stats Ideas' - ideas for teaching statistical concepts • Sidney Tyrrell
Simple practical ideas which I have found helpful for teaching statistical concepts to students who find statistics boring, hard or both. Take away ideas together with a disk with resources to use, links to web based resources, useful real data sets and DIY investigations using Excel.
4 • 5 • T • A * See key
H7 • The future for UK Mathematics Subject Associations • Sue Pope
There are many organisations concerned with mathematics education in the UK, quite unlike many other subjects (eg science (ASE) and languages (ALL)) or many other countries (eg USA, Poland, Australia, ). All UK subject associations face similar challenges in terms of recruitment, retention and financial viability. What might the future be? How do subject associations make themselves essential to education in the C21?
1 • 2 • 3 • 4 • A * See key
H8 • Problem Solving Homework Tasks • Claire Donovan
FULL - no more bookings
A session to explore the rich possibilities for homework that combines real life situations and problem solving skills. The main topics of discussion will be how to develop students' problem solving skills and looking at examples of students work to identify key misconceptions and how to address them.
1 • 2 • 3 • 4 • 5 * See key
H9 • The Enigmatic Relation between Plane Facts and Three Dimensions • John Mason
Participants will be invited to reason with ratios geometrically in two and three dimensions and consider the enigmatic relationship between these domains.
3 • 4 • 5 • T • A * See key
Key
The letters and numbers indicate the age ranges for which each session may be most appropriate.
F • Foundation
1 • Key Stage 1
2 • Key Stage 2
3 • Key Stage 3
4 • Key Stage 4
5 • Key Stage 5
T • Tertiary
A • Advisory
