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Mike Foley

Impact – Lessons from School inspections Session Overview In this session, Mike reflects upon his experience as an inspector of schools and what lessons can be learned about implementing change, to positively impact upon pupils. Short biography Mike Foley is currently CEO of Wessex MAT. Prior to that he was a headteacher of two upper […]

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Steve Wren

Co-ordinating mathematical success Session Overview Steve will share key findings of the Ofsted maths subject report into maths education in England’s schools. There will be an opportunity to ask Steve questions at the end of the session.  Short biography Steve is a qualified teacher with extensive secondary school leadership experience, and most recently was director

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Dr Cat Scutt MBE

5 problems with the idea of evidence-based practise in teaching….and why I think it is important Session Overview Interest in the notion of evidence-informed practice has grown hugely over the last decade, and it is now a key part of government policy and school practice across England. But it isn’t without its critics – and

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Geoff Wake

Lessons for mathematical problem solving: the case of mathematical models Session Overview We live in a world of mathematical models. They are central to our understanding of natural phenomena, and they are developed in all manner of situations at all kinds of levels of sophistication.  We can make our own simple models to organise something like

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Sue Gifford

Spatial Reasoning and Problem Solving Session Overview Not all mathematical reasoning is verbal: spatial thinking plays a large part in problem solving from the early years. People who are good at visualising also tend to be good at solving mathematical problems. This session will look at developing the role of spatial reasoning and problem- solving

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Tom Rainbow

Teaching maths through context; how Core Maths was a game changer for me Session Overview Using contexts that students can relate to, that they recognise as being relevant to their lives, can be transformational for them. With more students expected to study maths at Level 3 in the future, knowing how to motivate them will

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