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Dr Jo Boaler - Professor, Stanford University

A Mindset Mathematics Approach

Recent years have seen an explosion of scientific evidence showing that there is a different way to teach and learn mathematics. When people take a 鈥渕indset mathematics鈥� approach in all grades, different pathways open up, leading to higher, and more equitable achievement.聽

A mindset mathematics approach involves teaching maths as a conceptual subject, highlighting the connections between ideas, giving students mindset messages as they learn, sharing maths as a visual subject.聽

In this presentation we will look together at different mathematical ideas and consider how they can be learned through a mindset mathematics approach.聽

Target Audience: Primary and Secondary

Dr. Jo Boaler is a leading voice in mathematics education. She is the Nomellini Olivier Professor of Education at Stanford University, where her research focuses on effective and equitable teaching methods.

Her extensive career includes a PhD that won the UK's national award for educational research, and prior roles as a Marie Curie Professor and a London-based math teacher. She is an elected fellow of the Royal Society of Arts and a former president of the International Organization for Women and Mathematics Education.

Dr. Boaler is a prolific author, with nineteen books and numerous research articles. She has received several awards for her work, including the National Science Foundation's "Early Career Award" and the NCSM Kay Gilliland Equity Award. She was also named one of the "8 educators changing the face of education" by the BBC.

She co-founded Youcubed, a website providing free math resources for teachers, parents, and students, as well as Struggly.com, an award-winning online learning tool. Her most recent book is Math-ish: Finding Creativity, Diversity and Meaning in Mathematics

Dr Ed Southall - Maths Curriculum Lead, Oak National Academy

Third party resources: risks and rewards

In this session we will be discussing the benefits and risks in using 3rd party resources and visuals for maths, such as those suggested in the White Rose schemes. and suggesting practical ways to adapt them to meet your individual students' needs, with a particular focus on them using concrete manipulatives and drawing pictorial representations to enhance learning.

Target Audience: Primary and Secondary

Ed Southall has worked in maths education for over 20 years in primary, secondary and at university level. He has authored several books on maths pedagogy and most recently works as the maths curriculum lead for Oak National Academy and as a trustee for Axiom maths.

Dr Sally Bamber - Senior Lecturer, University of Chester

Creating Dyslexia and Dyscalculia friendly mathematics classrooms

This presentation will share models of collaborative lesson research in mathematics classrooms that are designed to challenge the deficit view of young people who face challenges in their mathematics education. We will look at design principles that build on the powers that children bring to the classroom, enabling connections to be made between symbols, images, contexts, language and concrete representations of mathematical ideas.聽

Illustrations from Key Stages 2 and 3 will be used to demonstrate more democratic and accessible ways of knowing and doing mathematics. These illustrations have been designed collaboratively with teachers in schools, whereby the researcher and the teachers share responsibility for the children鈥檚 responses to the mathematics taught.

Target Audience: Primary and Secondary

Sally Bamber has been involved in mathematics education for over thirty years as a secondary mathematics teacher in four diverse schools and then mathematics teacher educator at the University of Chester.聽

She is committed to creating accessible and challenging mathematics classrooms by working collaboratively with mathematics educators in schools. Sally鈥檚 collaborative lesson research uses evidence and teachers鈥� professional knowledge to build on the powers that young people bring to the classroom.聽

Her belief that teachers have a right to high quality, democratic professional learning guides her research with schools as well as her role as Post-Graduate Research lead in the Chester School of Education.