(subject to change)
| Saturday 24th October 2026 | ||||||
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Session 5 09:00 to 09:50 |
Round Table: Granger, Helen; Lewis, Matt; Coles, Alf; Ford, Jennie; Turvill, Rebecca Can research and dedicated programmes effect change to mathematics education at scale? |
Interactive workshop: Engaging in mathematical activity Biza, Ireme; Nardi, Elena Transforming the culture of the mathematics classroom through engaging teachers with MathTASK resources Double session |
Research Practice Seminar: Cull, Grainne Same subject, different stories: Mathematics teaching and learning across three teaching roles in Irish primary schools Oakes, Dominic How are teachers using a national PL offering? |
Research Practice Seminar: Mackle, Kieran Systems to enable practitioner research to influence policy - the case of NCETM’s Research & Innovation programme Birkhead, Amy Between ideals and realities: Navigating identity tensions in early career mathematics teaching |
Research Practice Seminar: Button, Tom; Butler, Rob Data science and AI education: The present and the future Fu, Arya Curriculum-sensitive AI-supported mathematical modelling: developing A level-connected modelling activities |
Research Practice Seminar: Crisan, Cosette; Geraniou; Eirini; Macey, Darren Mathematics Beyond A Level in teacher education: An undergraduate apprenticeship perspective Inglis, Andrina Scottish mathematics teachers conceptions of working with students on placement |
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Research Practice Seminar: Jayson, Natalie Where is our playful maths? An exploration into the use of play as a vehicle for mathematics Rycroft-Smith, Lucy Co-designing new mathematical songs for learning and teaching mathematics aged 3-6: What we learnt and what we created? |
Interactive workshop: Engaging in mathematical activity Watson, Anne, Mike’s stuff Double session |
Interactive workshop: Wake, Geoff; Trundley, Ruth; Leakey, Sarah Learning from and through Japanese problem solving Double session |
Interactive workshop: Eade, Phil; Allen, Stuart; Marsh, Natalie; Crozier, Katie; Gee, Catherine; Burke, Stefanie Learning through talk: the use of vertical non-permanent surfaces to support exploratory talk Double session |
Interactive workshop: Ingram, Jenni; Kimber, Elizabeth; Baldry, Fay; Skelton, Jo; Macmillan, Emily Preparing a paper for the proceedings Double session |
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Session 6 09:55 to 10:45 |
Interactive workshop: Martin, David Cube fun |
Continued from session 5 |
Research Practice Seminar: Omoniyi, Adebayo Akinyinka; Jita, Prof Loyiso Currell; Jita, Prof Thuthukile Socioeconomic disparities in parental support for flipped mathematics learning: Evidence from Nigerian secondary school settings Jagdev, Manjinder Student teachers’ ideas on teaching critical mathematics and social justice |
Research Practice Seminar: Norris, Jennifer The ‘mathematical-ness’ of university disciplines: A-level Maths students’ perspectives and choices Hilliam, Rachel A data literate society without the fear factor |
Interactive workshop: Waterfield, Sam A blended learning approach to introductory calculus through GeoGebra |
Research Practice Seminar: Parkes, Sam; Robinson, Paula Beyond a checklist: Transforming primary mathematics evaluation through research-practice partnerships Townsend, Viv Systems to enable practitioner research to influence policy – the case of NCETM’s Research & Innovation programme |
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Research Symposium: How history can enrich maths lessons |
Continued from session 5 |
Continued from session 5 |
Continued from session 5 |
Continued from session 5 |
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| 10:45 to 11.15 | Coffee andExhibitors | |||||
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Session 7 11:15 to 12:05 |
Interactive workshop: Inglis, Andrina Mathematical Challenge celebrating 50 years |
Interactive workshop: Engaging in mathematical activity Borthwick, Alison; Blinko, Janine; Burke, Stefanie; Williams, Helen; Huyton, Pip Tasks not tests: Understanding the different structures of multiplication and division |
Interactive workshop: Wright, Pete; Goodland, Jane; Tierney, Nic; Jagdev, Manjinder; Parkes, Sam; Mio, Cristina; Kaur, Balbir Socially just approaches to inclusion in mathematics classrooms |
Interactive workshop: Nye, Zoe Experience first, formalise later: teaching probability through experiment, simulation and inference |
Research Practice seminar: Kasimu, Osman From collaboration to classroom practice: Enhancing teachers’ pedagogical content knowledge for teaching algebra word problems Thein, Khin Aye Chan; Li, Hui Researching early numeracy in Myanmar: Methodological reflections on research instruments adaptation |
Interactive workshop: McCormick, Tom Supporting a neurodiverse classroom to engage with mathematics |
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Interactive workshop: Gifford, Sue; Lancaster, Andrea; Taylor, Robin Progression in blockplay from birth to seven years: A learning trajectory for educators from ECMG |
Research Practice seminar: Watkins, Joe Natural language as the bridge between pedagogy and AI: Maths as the perfect / anti-perfect test case Foster, Colin Teaching the BIG ideas in school mathematics |
Research Practice seminar: Thouless, Helen Tandem conceptual progression: A case study of the importance of answer-checking for a cognitively diverse student Southall, Ed Increasing the accessibility of problem solving by identifying valuable problem characteristics |
Research Practice seminar: Hatisaru, Vestige Assessing creativity in mathematics Aantjes, Max “It’s not per se about the proof!”: The how and why of proving mathematical claims in low attainment groups |
Interactive workshop: Hough, Sue Teacher analysis of students learning and views of progress within a Realistic Mathematics Education context |
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| 12:10 to 13:00 | Keynote by Camilla Gilmore Banqueting Suite |
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| 13:00 to 14:10 | Lunch, Posters, Exhibitors, Networking AMiE MIC meetings to be confirmed |
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Session 8 14:10 to 15:00 |
Research Practice seminar: Macey, Darren Unlocking statistical reasoning: Using assessment to influence pedagogy Nye, Zoe Developing graph sense: Extending graph comprehension in the classroom |
Interactive workshop: Hoskyns-Staples, Lou; Hackett, Helen Beyond attainment: Improving girls’ participation in mathematics through practitioner research |
Interactive workshop: Perring, Richard; Granger, Helen Thinking coherently about coherence |
Research Practice seminar: Kassim-Lowe, Tazreen Stem sentences beyond over-ritualisation in primary mathematics classrooms Sheard, Simon Reasoned choices: Teachers’ decision-making about manipulatives through a maths mastery lens |
Research Practice seminar: Skelton, Jo; Robertson, Faye Supporting novice EAL teachers to use oracy techniques in the maths classroom Skelton, Jo; Barker, Nathan Towards six stages of mathematical thinking with multilingual learners |
Interactive workshop: Macmillan, Emily; Ingram, Jenni Why do two negatives make a positive? |
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Research Practice seminar: Shah, Dr Rehan; Sivagnanamoorthy, Mr Ilanthiraiyan Designing proficiency-oriented assessment inventories in undergraduate mathematics Sagredo-Sanchez, Lucia Flipped learning in university mathematics: An action research journey to a practical framework |
Research Practice seminar: McIvor, Nick Improvisation as a tool for orchestrating mini-inquiries in the mathematics classroom Harris, Sophie Strengthening mathematical habitus in schools: What is it and how do we do it? |
Interactive workshop: Engaging in mathematical activity Bee, John Dial up the depth: Exploring mathematical structure |
Research Symposium Townsend, Viv; Shearman, Jen; Coles, Alf; Morgan, Debbie; Hayden, Eleanor; Hake, Claire 'It’s all about structure': How the Primary Mastery Specialist Programme translates into teachers’ practice and children’s mathematics. |
Interactive workshop: Benson, Ian; Blatherwick, Sam; Hunt, Richard From function machines to functional programming and vice versa: a classroom study |
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Session 9 15:05 to 15:55 |
Research Practice seminar Stramel, Janet School-embedded teacher preparation: Partnerships that connect research and practice Tozer, Karen; Hobday, Elizabeth Creating space for mathematical becoming in initial teacher training |
Interactive workshop: Austin, Graeme Addressing the biggest inequality in the secondary maths classroom |
Interactive workshop: Jacques, Laurie Mathematical possibilities: The ‘how and why’ or the ‘why and how’ of designing tasks with variation in mind |
Research Practice seminar Dowker, Ann; Douglas, Tyra Mathematics anxiety and enjoyment in university students: Exploring the impact of course type, mathematics A-level, biological sex & year of study Crossman, Ric; Shah, Rehan A landscape review into mathematical anxiety in mathematics undergraduate students |
Interactive workshop: Xenidou-Dervo, Iro; Trundley, Ruth; Bahnmueller, Julia; Gilmore, Camilla Stop and think. Bringing inhibitory control into your maths classroom |
Interactive workshop: Beardon, Toni; Clausen-May, Tandi Putting Project Zero Pedagogy of Play research recommendations into practice: incorporating mathematical games into lessons and encouraging mathematical games at home |
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Round Table: Hawkins, Jane; Ingram, Jenni; Coles, Alf; Woollacot, Beth Oracy in mathematics |
Interactive workshop: Hewitt, Dave; Hall, Jonny Learning connections between numbers through Grid Number: an interactive software based on the 100 number square |
Research Practice seminar: Bottura de Barros, Ana Carolina Educational resources for integrating digital technologies in the Brazilian mathematics curriculum Vernon, Natalie; Button, Tom From add-on to embedded: Integrating technology into mathematics teacher professional development |
Research Symposium Chair: Hodgen, Jeremy Marks, Rachel; Geraniou, Eirini; Foster, Colin The effectiveness of teaching strategies and approaches in secondary mathematics: Evidence from a systematic review and meta-analysis |
Interactive workshop Kathotia, Vinay; Rumberlow, Michael; Megroureche, Charlotte Making mathematics |
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| 16:00 to 17:00 | Closing Plenary by Emily Farran |
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