MEI Conference Programme

Sweets, Crocodiles and Chicken Pies – the worst maths problems and how to make them better

Examiners sometimes try to make questions more accessible by setting problems in the ‘real world’. Unfortunately the result is often problems that are so wordy and unrealistic that they make the situation even worse. In this session, Rob Eastaway looks at some of his (least) favourite maths questions, and explores how to make unnatural problems more natural. After all, if we want students to be better problem-solvers, the least we can do is give them decent problems to solve.
Rob Eastaway

Six beautiful problems to develop your students’ problem solving strategies

We’ve chosen six problems that we think can both inspire students and exemplify key problem solving strategies. These are suitable for A level students and can act as a gateway to university admissions tests. The problems range in difficulty from the simple to the more involved. We think they are all intriguing, beautiful and serve a purpose! You will have a chance to try the problems, before some discussion around why they are useful to take into your classroom.

John Brennan-Rhodes and Phil Chaffe

Longitudinal research of maths education in England – emerging insights around classroom practice and pupil learning

The Observatory for Mathematical Education is undertaking a ten-year programme of research that aims to better understand our national system of mathematical education and support those trying to improve it. This session will provide some emerging insights from the research.

Stephen Lee

Developing problem solving in A Level Mathematics with the fx-CG100 graphing calculator

Through hands-on and classroom-ready activities we will explore how the CG100 graphing calculator can be used right from the start of the A-Level course to support students’ learning. We will consider different learning approaches for sketching, identifying key characteristics of graphs and solving simultaneous equations graphically, including ones where one equation is linear and the other is expressed implicitly. We will also explore how adopting the calculator’s own function notation can aid students’ understanding of sequences of graph transformations.

Raluca Sandu

“Preparing learners for a changing world”: incorporating climate issues in the teaching of mathematics

The 2025 Curriculum and Assessment Review highlights the importance of empowering young people “with the necessary knowledge and skills to thrive in tomorrow’s industries and tackle the serious challenges facing our planet”. We have been delighted to work alongside the Royal Meteorological Society in developing maths resources that aim to engage young people with climate issues. The resources have been designed to empower students to use maths skills to examine and evaluate issues to draw evidence-based conclusions.

Alistair Bissell and Tom Rainbow

How technology can change the way your students think about probability

Many students have a superficial understanding of probability and this causes them problems as they progress through the maths curriculum. Using technology to generate simulations can allow students to change their perception of what probability is and, as a consequence, build a more solid foundation for future learning. We will explore using Desmos to generate simulations, consider how this can be used in the classroom, and discuss the implications for learning.

Tom Button and Natalie Vernon

Delivering a Y11 7-9 booster project in a schools partnership – lessons from the Birmingham MPP

The Birmingham MPP has given us the opportunity to design and deliver a sequence of booster sessions aimed at raising attainment at GCSE for students with high prior attainment form disadvantaged backgrounds. We will take a look at resource design and planning for a large scale event, including opportunities for students to access peer networking. Participants will have a chance to try out some of the materials and will meet some of the Birmingham Maths Progression Leads.

Jo Sibley and Vicky Wheelhouse

Exploring Multiplicative Reasoning: A Manipulative-Based Approach

A practical, evidence-informed session focused on developing conceptual fluency in multiplicative reasoning. Participants will explore how manipulatives and pictorial representations can be used to reveal mathematical structure and support struggling learners in moving beyond rote methods. The session aims to build deeper understanding, confidence, and reasoning flexibility through hands-on exploration and discussion.

Donna Varney

I got rhythm: Mathematics and music-making with violin and piano

From vibrating strings to jazz piano via the ‘Well-tempered clavier’.
Starting with the frequencies of a vibrating string, and its harmonics we go on to explore the keyboard, and how mathematics relates to music.
Ideas will be illustrated with music from blues, ragtime, musicals, rock and roll and jazz performed by both Douglas (violin) and Mick (piano).

Mick Blaylock and Douglas Butler

UCL Accelerate: An Evidence led Maths intervention

Over 18 months, we developed UCL Accelerate, a Year 10 maths intervention, through commissioned research, teacher focus groups, and sector analysis. In partnership with five London schools and MEI, we co-delivered a subject-specific tutoring model. The programme is undergoing robust evaluation, including RCTs and attitudinal surveys. This session explores the development journey, from evidence gathering and co-design to ethical approval and targeting middle-attaining students.

Matt Lucas

The Standards Unit Revisited: Active Learning, Then and Now

Join Martin on a journey into what many consider the finest maths resources developed this century.
Created in the early 2000s the SU resources were ground breaking in their focus on active learning. Today, Martin argues, they’d be heralded as mastery resources. This session pays tribute to the late, great Malcolm Swan and Susan Wall, whose vision and pedagogy shaped these materials. Whether you’re a seasoned teacher who remembers the buzz they created, or a newer educator curious about what all the fuss is about, come along for a hands-on exploration of the resources—and try them out.

Martin Newton

“But WHY does this happen…?!”

Even though you can teach A Level mostly by backing up what you teach with explanation and sometimes proof, there are times when the syllabus simply accepts something to be true. For example, with the Factor Theorem it can be easily explained why it makes sense, but proving the if and only if statement of the Factor Theorem is something I only saw very recently. I would like to explore how to cater for the inquisitive student who says ‘WHY’ to everything you teach!

Tim Honeywill

Maths Assessment: How the Maths and Dyscalculia Assessment helps to provide a focused teaching intervention plan

Does it matter if a learner has Dyscalculia or is just weak in maths?
An important question because for many people the origin of their problem doesn’t matter at all. What matters is how the individual can get help to become better at maths. Also recognising that just because an Accredited assessor diagnoses a person with Dyscalculia, will not affect the individual’s ability in maths unless something else happens – a focused teaching intervention plan.

Robert Jennings

How technology can change the way your students think about functions

Functions is a topic that is developed throughout the secondary maths curriculum but a superficial understanding of it can be barrier when students progress to A level. In this session we will explore how you can use Desmos give your students a deeper understanding through the use of dynamic graphs and tables. We will also demonstrate an alternative approach to visualising functions as double number lines as well as discussing the implications for learning.

Tom Button and Jemma John

Problem solving at KS3

Discover how the Birmingham MPP is transforming KS3 classrooms through problem-solving approaches that empower disadvantaged learners. This session spotlights practical strategies and the power of problem solving to drive equity and confidence in mathematics.

Vicky Wheelhouse

Exploring the environmental impact of AI

AI has changed the world in many positive ways and has become an everyday part of our lives, but do we realise the impact this can have on the environment? We will explore some of the issues and provide information you may want to use with your students.

Andy Lumley and Cath Moore

A level Add-Ins

A selection of ideas – all quick and easy to teach – that are outside the A level Mathematics specification but complement the maths in A level and provide students with new insights and a bigger picture.

Bernard Murphy

Hyperbolic Derivations

An interactive session with an alternative approach to introducing the hyperbolic sine and cosine. We will use graphing software to investigate how to rotate curves, and deploy these techniques to the hyperbola to see how a natural, area-based definition of sinh and cosh leads nicely to the exponential versions. And we’ll find out why it’s arsinh and not arcsinh!

Paddy MacMahon

Self-Explanation training for A level mathematics

Self-Explanation training is a teaching strategy that teaches students to think like experts. It has been shown to improve undergraduate students’ comprehension of mathematical proofs, and research suggests it is a powerful technique for A level students. It can enhance problem-solving and comprehension skills, as well as increase students’ resilience. This session will show how Self-Explanation training can be applied to A-level Mathematics, and I will provide examples of how it can be used to teach proof, mechanics, calculus, and statistics.

Aeran Fleming

Creating coherence from KS4 to GCSE resit maths for low prior attainers

Join Emma and Rebecca as they share insights into the “Focused 15” – a flexible, data-driven curriculum featuring 15 essential topics to help students secure a grade 4 in GCSE Mathematics. Designed for GCSE resit teaching but also effective for supporting low attainers, it builds lasting mathematical understanding beyond the exam.

Rebecca Atherfold and Emma Bell

Celebrating 10 years of Core Maths in FE, Schools and Sixth-Form Colleges

A journey through Core Maths from inception to the current state of play and exploring the future. We will discuss the evolution of our teaching, share usable resources for GCSE resit and A level inspired by Core Maths, and propose (potentially controversial) ideas for the qualification’s development.

James Maloney and Lily Tang Gentile

How technology can change the way your students think about geometry

Do your students struggle to visualise the beauty of geometry beneath the rules? Too often, precious curriculum time is lost to inaccuracy in hand drawn diagrams that hinder true understanding. In this session we will explore how Desmos Geometry can transform geometric learning into a dynamic, accurate and imaginative experience – helping students grasp not just how geometry works but why.

Natalie Vernon and Jemma John

Let’s not waste time – let’s do a puzzle

We all know that time spent puzzling is never wasted. This session will show you how the skills learned from a satisfying puzzle can save us time and illuminate elements of the mathematical mindset.

Jo Sibley

Creative ways of making maths fun

We all want to make our maths lessons fun – but it’s sometimes easier said than done. I’d like to share some of the ideas my colleagues and I have developed to bring joy and levity into the maths classroom, include: the historical context behind certain numbers and equations; non-standard (but very useful) terminology; off-syllabus exploratory tasks; and some good old-fashioned silliness. The topics will all be from A level Mathematics and Further Mathematics, but I hope the ideas might be applicable to KS3 and KS4 classrooms as well.

Louis Collier

How might I change my teaching and planning in the world of AI?

You might have dabbled with AI, your students have certainly used AI, but what impact does this have on your pedagogy, your resources, your homework? This session will give you some ideas to take away and think about how you might evolve your thinking around how we use AI in education.

Andy Lumley

Making Maths Relevant: Teaching GCSE Resit and Functional Skills through Finance

Discover creative ways to bring GCSE and Functional Skills topics to life using financial examples that connect directly to everyday choices, problem-solving, and decision-making.
Leave with fresh ideas, ready-to-use activities, and the inspiration to help your students see maths in action.

Sally Drury and Cat van Saarloos

Incorporating simple practicals into your mechanics lessons

Mechanics helps us model the real world but it can be difficult to incorporate practical activities into our mechanics lessons. This session will offer practical demonstrations which are easy to set up and use, and which help expose misconceptions and deepen understanding of mechanics principles.

Simon Clay

GCSE (9-1) Maths: Reviewing student exam performance to date

This session explores student performance in GCSE (9-1) Mathematics exams to date, up to and including the summer 2025 series. It identifies trends in how students have responded to both Assessment Objectives & content topics, to understand what students have found challenging & where they have succeeded. This will be done by looking at responses to Cambridge OCR question papers, but the material covered and discussions would be useful to teachers of any GCSE (9-1) Mathematics qualification.

Neil Ogde

Maximising the impact of fx-991CW Advanced Scientific Calculator for GCSE Higher Mathematics

This session will focus on both student and teacher use of the handset in the classroom and exam setting for GCSE Higher Tier.

We will review topics such as efficiency during general calculations, investigating the different forms of a quadratic function; solving simultaneous equations, polynomials and inequalities. We will also review how the Statistics app can be used to analyse data.

Simon May

Writing stimulating maths problems for GCSE students

A good maths problem can stimulate discussion and develop understanding as well as providing challenge for students. We will be looking at some examples of problems, deciding what is good about them and teasing out the characteristics of a good problem before creating a few in the session.

Phil Chaffe and Cath Moore

Training maths teachers with pre-made resources

Many trainee maths teachers base lessons on pre-made resources rather than planning from scratch. These materials save time and support consistency but can make it harder to understand lesson design or develop planning skills. In this session, Paul shares ways to use Oak National Academy resources to deepen pedagogical understanding through practical, adaptable training activities.

Paul Rowlandson

Developing fluent mathematicians in a revised curriculum

What is the impact of the Curriculum and Assessment review for classroom teaching? This session considers:
fundamental gateway knowledge that students will need to master by the end of each key stage tasks that exemplify assessment of problem solving and fluency in a revised curriculum.

Vicky Wheelhouse, Jen Shearman, and Alison Hopper

We are please to announce this years after-dinner speaker is Ayliean MacDonald.

Visit her website by clicking here.

Geometric Problem Solving

Geometry offers opportunities for genuine problem solving: walk around the problem, view it from different angles and decide on a plan of attack. In this session we’ll start just beyond where GCSE stops. With Pythagoras, similar triangles and the circle theorems in our toolkit, we’ll introduce two or three new helpful ideas and then tackle a range of problems, thinking how you operate when a problem really is a problem.

Bernard Murphy

Making resources your own

Departments often have a bank of resources which teachers will be expected to use. In a time pressured profession, this should be useful but actually creates a challenge. When teaching a topic you are unfamiliar with, how can you take the suggested resource and use it effectively? When seeing use of a resource by a colleague, how can you then adapt this and make it your own?

We will look at some examples, model some strategies, and facilitate consideration of what effective adaptation can look like.

John Brennan-Rhodes and Simon Clay

Exploring the fx-CG100 Graphing calculator for the Teaching, Learning and Assessment of GCSE Further Mathematics courses.

We will delve into a range of Further Mathematics GCSE topics starting with trigonometric graphs and Identities and then look in detail at using the CG100 to solve several different types of equations. We will explore using the CG100 for Calculus and also explore the using the CG100 Matrices functionality. Extension work will look at applying the calculator to Linear programming and Inequalities.

James Davis

Enriching the curriculum

As Great British Bake-Off fans will know an ‘enriched’ dough can be a real winner – richer, softer, sweeter – but it can be a bit trickier to work with and requires a different approach, i.e. whilst providing desirable texture and flavour it can interfere with the proving stage of bread making. Is that true for an ‘enriched’ maths curriculum?
Together we will look at different approaches to maths enrichment e.g. context or curriculum first, look at some highly regarded ‘ready-proofed’ examples (you can B.Y.O too) as well as having a go at ‘baking’ some of our own together.

Rachel Beddoes and Cath Moore

AI is not magic, but mathematics in action

Do your students think AI can be trusted because it ‘just works’ or because it’s programmed to be right? In this session we will uncover the real mathematics that underpins AI – from probability and statistics to algebra and calculus and explore how these ideas can enrich the KS4, A level and Core Maths classroom. You won’t need any technology for this session – just good mathematical thinking. Leave with ready to use activities and the knowledge to inspire students to see mathematics as a pathway to exciting careers in technology, data science and AI.

Jemma John and Jason Anquandah

Leading collaborative development in your department – lessons from the Birmingham MPP

Have you ever attended a great day of professional development and then found that everything you’ve learned stays in your classroom only? As part of the Birmingham MPP, we are developing a model for collaborative PD that enables a full department to benefit from great PD interventions, without the need for extensive time away from the classroom. We’ll look at some PD materials which you can use with your own team and consider a model which enables not just Continuing PD, but for Continuous PD.

Jo Sibley

Playful Pedagogy: Why Games Matter in Post-16 Maths

Discover how games, puzzles and competition can transform the adult maths classroom. Inspired by the FE Maths Challenge and Dan Finkel’s idea that “play is to maths what reading is to writing”, this session explores how hands-on activities build deep understanding, encourage discussion, and support reasoning. Aimed at GCSE resit and Functional Skills teachers, but useful for anyone teaching maths.

Martin Newton and Jude Mortimer

That was a Saturday!

Learn a ‘trick’ where you can find, in your head, the day of the week any date fell on. Work out if you can attend social engagements without the inconvenience of checking your phone. We will also explore the maths behind the trick as well as the mysterious maths and history of calendars.

John Brennan-Rhodes and Abi Bown

Speaking Your Students’ Language

Let’s look at the research behind how we communicate with our students, how they want us to communicate with them and engage in activities focused on how we can refine and prioritise the important information we deliver.

John Daw

Bridging the Divide: Rethinking the Relationship Between Maths and Science in STEM Education

Maths and science are often taught apart, yet in real-world problem-solving they’re deeply connected. Should maths and science be taught together as an integrated STEM model, or should their individual disciplinary identities be conserved?

Alex Salmon

Y7 Enrichment and KS2-3 Transition as part of the Birmingham MPP

Successful KS2-3 transition is emerging as a key factor in setting all students up for success as they move to and through secondary school. In this session you will learn about the Year 7 Enrichment and KS2-3 Transition elements of the Birmingham Maths Progression Project; how they are designed, how they are going and the impact they are having on students and teachers in schools with a high proportion of students from disadvantaged backgrounds.

Alison Hopper

Modelling With Algebra: Developing confidence in A level Mathematics modelling from GCSE Maths algebra

Many of the algebra topics studied at GCSE are fundamental for A level modelling, but these can often be where A Level students struggle. This session will explore algebraic A Level Mathematics Pure content modelling questions, while considering how best to develop the algebra knowledge that students should be bringing in from GCSE.
We will examine typical algebra modelling questions, analyse student performance trends and discuss practical strategies to support students in developing the algebraic fluency required for success.

Steven Walker and Neil Ogden

Using the fx-83/85GT CW to support teaching, learning and assessment of GCSE Foundation and KS3 Mathematics

This session will focus getting the most from scientific calculators, exploring the apps on the calculator, thinking about teaching, learning, problem solving and exam questions.

• In Calculate, we will be looking at optimising the calculator for KS3/GCSE Foundation students, including exploring the new Format key.
• In Statistics we well be looking at checking strategies for exam questions that are expecting working to be shown.
• In Table, we will consider strategies for teaching and learning, looking at graph drawing, investigating gradients and solving equations.

Rose Jewel

Hands-on machine learning

Have you heard of machine learning but never actually seen the algorithms behind it? This session will let you see some real machine learning algorithms, try them out, and get a sense of the mathematics and data science behind the data revolution and the Artificial Intelligence hype. If you’ve ever wondered how a computer can learn, how your email classified your messages as junk or how a camera can recognise handwritten text then this session is for you.

Ben Sparks and Rob Butler

How to question with IMPaCT!

Through my doctoral research into effective questioning in the mathematics classroom, the IMPaCT (Intended Mathematical Processes and Cognitive Thought) Taxonomy was created. This framework, designed to analyse questioning in mathematics lessons, provides a structured approach to understanding and improving the questioning process. This session will outline the research findings and look at how using the IMPaCT taxonomy can help transform your questioning and encourage deep and varied mathematical thinking in your learners.

Jo Denton

Let’s Talk About Methods

For many topics on the maths curriculum there are numerous different methods we can choose to teach our pupils. For example, if you ask a group of 100 teachers what method they teach for finding a highest common factor, you’ll find a wide range of approaches.

In this presentation we’ll look at methods for a number of topics – from quirky historical methods to controversial ‘tricks’ – and discuss how we can ensure we are choosing the most suitable method to teach our students.

Jo Morgan

A philosophy for statistics

Many of the fundamental concepts of statistics — e.g. probability, randomness, significance, confidence, correlation, causation — raise important and interesting philosophical issues. Properly regarded, statistical inference is part of scientific method, and hence the philosophy of statistics is part of the philosophy of science.

Having a philosophy of statistics can inform and enhance the teaching of statistical methods. Teaching students what to do and how to do it is straightforward; explaining why we do it and what it all means is more challenging – but ultimately more rewarding.

Neil Sheldon

The Wasted Years no more

Ofsted ‘s 2015 ‘Wasted Years’ report raised concerns about KS3 education, particularly in maths, arguing that many secondary schools were failing to build on pupils’ prior learning, appearing to treat KS3 as a holding pattern, focusing their best resources and attention on Key Stages 4 / 5.

Little seems to have changed, but the new Curriculum Review is shining a light on the importance of KS2/3 transition. We will look at the knowledge that KS3 teachers and leaders need to have to develop a coherent curriculum and look at what feeder schools are doing to help bridge the curriculum gap.

Tom Manners

Developing shared approaches across maths and science

Maths teaching does not only take place in maths classrooms. It is important that we have an awareness of the similarities and differences across STEM subjects to support students to become full and rounded learners in all contexts.
In this workshop we will encourage you to think beyond the maths classroom. We will identify common content; explore ways of teaching that develop significant mathematical understanding while providing fluency in the skills required for success in science. Be prepared to see and consider graphs like you have never done before!

Michael Anderson and Nicola Coe

Data science and statistics at the KS2-3 Transition

Where and when does the thinking required for Data Science start? How does Statistics in the primary curriculum and early KS3 lay the foundations for this as students move through secondary school? In this session we will explore ways to encourage and develop the thinking, questioning and language that will begin to equip students with the skills that underpin future learning in Data Science and that bring statistics and data handling to life at the KS2-3 transition.

Ian Andrews and Alison Hopper

Supporting GCSE Resit Learners in Maths

Come and explore practical ways to help FE learners re-engage with maths using discussions and hands-on activities. Whether you teach or lead maths resit provision, this session offers actionable techniques and fresh perspectives for helping learners rebuild their relationship with maths.
We’ll focus on:

• Mindset – how to help learners believe they can succeed.
• Classroom culture – creating a safe, positive space where mistakes are part of learning.
• Targeted strategies – using specific approaches to rebuild confidence and support progress.

Ricardo Atlan, Judit Szollosi, and Deeksha Gupta

Optimising the Operational Research Society’s free support

Enrichment resources, teaching materials, outside speakers, ready made open evening resources and more!

Explore some FREE resources (in Lego) and the range of FREE support available from the Operational Research (OR) Society. Suitable for all secondary teachers – no prior knowledge of the needed.

Led by a secondary teacher and OR Society volunteer, this session will look at what the OR Society has to offer including a look at some OR Society resources (and Lego). This session would suit KS3, KS4 and Post 16 classroom teachers as well as those with responsibility.

James Morris

The geometry of movement – visualising some geometric concepts through extra-curricular activities

We investigate some of the surprisingly simple geometry underlying the skills of martial arts and Pilates, including some exercises – and some exercise!

Jo Sibley and Abi Bown

If I can do it, so can you

Professor Sue Black named in the list of top 50 women in tech in Europe, and winner of the Lifetime Achievement Award at the Lovie Awards 2018, Sue is one of the leading tech personalities in the UK today. However, Sue hasn’t had a traditional start to her career. She left home and school at 16, married at 20 and had 3 children by the age of 23. A single parent at 25, she went to university, gained a degree in computing then a PhD in software engineering. Sue shares her remarkable and inspiring story of one woman’s determination to succeed, talks about her passion for getting everyone excited about the opportunities that technology offers and how she built a successful career through education and a desire to succeed.

Beyond the Numbers: Empowering Girls in Maths

A workshop designed for educators who want to create inclusive, engaging maths classrooms. The session offers practical strategies to boost girls’ confidence, participation, and attainment—drawing on curriculum-linked activities and evidence based approaches.

Rima Pancholi and Gulnaz Abdullah

Let’s talk about maths! Creating a culture of Oracy in KS3 and 4

Get ready to talk maths! The Curriculum and Assessment Review identified Oracy as an important area for development. We will consider strategies for how Oracy can be incorporated into maths lessons and look at the growing evidence of the impact that it can have on pupil progress and in creating more equitable classrooms.

Alison Hopper

Is the difference of two squares the most underutilised bit of maths?

Is the difference of two squares only for factorising? Unlock its true power! This session shows KS3/4 teachers how this identity enables other application in maths such as efficient mental multiplication. We will also cover pedagogical strategies to secure initial abstract understanding.

Matt Ainscough

Dynamic Dominoes

Discover how dominoes can develop mathematical fluency, reasoning, and engagement. This practical session shares adaptable activities on number, algebra, and problem solving. Ideal for post-16 learners, these low-prep strategies build confidence and strengthen core skills.

Rebecca Atherfold

Exploring the fx-CG100 Graphing calculator for the Teaching, Learning and Assessment of A Level Further Maths

We will delve into a range of Further Mathematics A level topics starting with Complex Numbers, Polar Graphing and Matrices and then look in detail at using the CG100 to solve several different types of equations. We will provide an overview of the many different areas from Pure, Statistics, Discrete and Mechanics components of the Further Mathematics syllabuses where the fx-CG100 is an essential tool and then provide some hands-on practice in some of these areas.

Simon May and James Davis

More Geometric Problem Solving

Complementing the Friday 9am session but independent from it, we’ll introduce one or two more helpful ideas and then tackle a new set of geometric problems, thinking how you operate when a problem really is a problem.

Bernard Murphy

The ethics of data science, machine learning and AI

Artificial intelligence (AI) is everywhere, but with great power comes important ethical questions. In this discussion-based session we will explore a practical framework that students can use to examine how fair and unbiased AI tools really are, by looking closely at the data and machine learning that drive them. We will also discuss how this critical approach to working with data can be used in the teaching of statistics across the school curriculum.

Tom Button, Jason Anquandah, and Rob Butler