[Maths-Education] Free face-to-face professional development event for teachers on Tuesday 28th June at Loughborough University
Colin Foster
C.Foster at lboro.ac.uk
Fri May 20 08:37:34 BST 2022
Dear Colleagues
Loughborough University Mathematics Education Network https://www.lboro.ac.uk/services/lumen/ is holding a free, face-to-face professional development event (with hot lunch included) for any teachers of mathematics who would like to attend. It will take place 9:30-3:30 on Tuesday 28th June at Loughborough University, LE11 3GR. The day will be led by Tom Francome from Loughborough’s Department for Mathematics Education and titled “Designing practice tasks to develop the mathematician as well as the mathematics”. All participants will receive a free copy of a related book, authored by Tom Francome and Dave Hewitt.
There are more details below, and to sign up please go to https://www.lboro.ac.uk/services/lumen/professional-development/
Please pass this on to any teachers you think might be interested, and if you have any questions please email lumen at lboro.ac.uk<mailto:lumen at lboro.ac.uk>
With best wishes,
Colin.
Dr Colin Foster
Reader in Mathematics Education
Department of Mathematics Education
Schofield Building
Loughborough University
Loughborough LE11 3TU
UK
www.foster77.co.uk<http://www.foster77.co.uk>
blog.foster77.co.uk
@colinfoster77<https://twitter.com/colinfoster77>
President of the Mathematical Association: https://www.m-a.org.uk/
Editor-in-Chief of the International Journal of Mathematical Education in Science and Technology: http://www.tandfonline.com/tmes
Recent publications
Foster, C., Burkhardt, H., & Schoenfeld, A. (2022). Crisis-ready educational design: The case of mathematics. The Curriculum Journal. Advance online publication. https://doi.org/10.1002/curj.159
Baldry, F., Mann, J., Horsman, R., Koiwa, D., & Foster, C. (2022). The use of carefully-planned board-work to support the productive discussion of multiple student responses in a Japanese problem-solving lesson. Journal of Mathematics Teacher Education. Advance online publication. https://doi.org/10.1007/s10857-021-09511-6
Foster, C., Woodhead, S., Barton, C., & Clark-Wilson, A. (2022). School students’ confidence when answering diagnostic questions online. Educational Studies in Mathematics, 109, 491–521. https://doi.org/10.1007/s10649-021-10084-7
Hodgen, J., Foster, C., & Brown, M. (2022). Low attainment in mathematics: An analysis of 60 years of policy discourse in England. The Curriculum Journal, 33(1), 5–24. https://doi.org/10.1002/curj.128
Foster, C., Francome, T., Hewitt, D., & Shore, C. (2021). Principles for the design of a fully-resourced, coherent, research-informed school mathematics curriculum. Journal of Curriculum Studies, 53(5), 621–641. https://doi.org/10.1080/00220272.2021.1902569
Foster, C. (2021). Implementing confidence assessment in low-stakes, formative mathematics assessments. International Journal of Science and Mathematics Education. Advance online publication. https://doi.org/10.1007/s10763-021-10207-9
Podcasts
BAGs to Learn Podcast by Ben Gordon (2021, December 2). Episode 4 – Colin Foster – Problem Solving in the mathematics curriculum [Audio podcast]. https://anchor.fm/ben-gordon83/episodes/Episode-4---Colin-Foster---Problem-Solving-in-the-mathematics-curriculum-e1b5ic3
Mr Barton Maths Podcast (2021, June 21). Writing a maths curriculum with Colin Foster [Audio podcast]. http://www.mrbartonmaths.com/blog/research-in-action-16-writing-a-maths-curriculum-with-colin-foster/
Please note that I send emails at various times, but I never expect you to reply outside of your normal working hours.
Session details
Most teachers appreciate the value of practising, but what do we know about effective practising in mathematics? In this active session, we will consider some of the theories relating to effective practice and how research related to practising might inform the tasks that we ask learners to work on. This session will draw on variation theory and cognitive psychology to offer practical advice to use in classrooms. Drawing on current work from within the Department of Mathematics Education, we will explore the principles of ‘practice through progress’ in two ways: progress through the curriculum, deepening mathematical ideas, and progress as a mathematician. We will also look at some secondary mathematics tasks, and work together on designing tasks that might play a useful role in developing the mathematician as well as the mathematics.
Everyone who attends this event will receive a free copy of Tom’s book (co-authored with Dave Hewitt, also from the Department for Mathematics Education here) entitled ‘Practising Mathematics’, published by the Association of Teachers of Mathematics.
Tom taught mathematics in schools and worked for many years as a Head of Mathematics and Head of Faculty, winning the TES Award for ‘Maths Team of the Year 2015’. He contributed lesson materials for the EEF-funded project on Best Practice in Mixed-Attainment Teaching. This work was awarded the 2016 BCF-BERA Routledge Curriculum Journal Prize. Tom was previously a lecturer in secondary mathematics education at the University of Birmingham. He now leads Loughborough’s outstanding mathematics PGCE, and his wider role in the department is to work to integrate basic research, academic scholarship, and practical experience. Tom is interested in all aspects of educational research, but in particular equitable approaches to teaching mathematics and the development of expertise. Tom is currently conducting PhD research into the nature of practising in mathematics. He has recently talked about his work on the Mr Barton Maths podcast.
The programme of the day will be:
9:30 – 9:35
Welcome
9:35 – 11:00
Theory and practice – What can research tell us about practising mathematics?
11:00 – 11:30
Break
11:30 – 13:00
Practice to develop mathematicians
13:00 – 14:00
Lunch
14:00 – 14:45
Progressing through the curriculum i
14:45 – 15:00
Break
15:00 – 15:30
Progressing through the curriculum ii
15:30
Close
Lunch
A hot lunch will be provided free of charge. Please note that our caterers do not work in a nut/allergen-free environment. Therefore, you may wish to bring your own food, depending on the severity of your allergy. If you have any dietary requirements that you did not state in the booking form, please email us.
Getting here
If you have any questions about finding Loughborough University or need further information and directions, please call us on 01509 633030<tel:+441509633030>.
Travelling by car
>From the M1 (Junction 23) or the A6, follow the signs to the University. Please enter onto the campus through the University’s West Entrance off Ashby Road. If using a satnav, the postcode to enter is c.
Please report to the west park entrance gatehouse on arrival, where you will receive a visitors’ parking permit. Car parking is free in the Burleigh Court Hotel car park. From the gatehouse, turn left at the roundabout, passing the STEM Lab building on your right-hand side. Take the next right which is sign posted to Burleigh Court and proceed to our car park barrier.
Travelling by train
Regular intercity services operate between Loughborough and other mainline towns and cities. From Loughborough station there is a regular ‘sprint’ bus service to the campus approximately every 10 minutes. The bus fare to campus is £2.10 and it takes approximately 20 minutes to reach the campus. If taking the bus, please alight at the ‘Burleigh court’ bus stop which is just outside the event venue. Taxis are also available from outside the railway station.
Security
We advise visitors to keep their belongings with them at all times. Property bought onto campus is done so at the owner’s risk and we do not have any storage facilities for personal belongings.
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