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Overview

Our Getting Started with Core Maths webinar is aimed at schools and colleges who plan to offer the course in the future. If you are already teaching Core Maths we recommend you attend one of our Core Maths Specification Networks instead.

The webinar will provide:

a comparison of the content of the different L3 Core Maths qualifications

ideas on how to promote the course to your students

possible approaches to timetabling

information on where to find resources-including how to access our free online Core Maths platform.

There will also be opportunities to ask questions you have about the course and to find out about our free, bespoke PD for your whole department.

We are running this event three times, in November, February and April so please choose the date that suits you best.

Who will benefit from attending?

This webinar is for teachers in schools and colleges that don't yet offer L3 Core Maths. We welcome applications from members of senior leadership teams, heads of sixth form, heads of department as well as teachers.

Materials and Equipment

During the webinar you will have opportunities to ask questions via a microphone or by using the chat box. You are also welcome to share your webcam.

Other Information

Teachers who sign up will be emailed in the days prior to the webinar and again on the day of the webinar with a link to the online meeting room.

Find a course

Key Facts

Queries?

If you have any queries about this event, please do not hesitate to contact:

The AMSP, through MEI, holds the NCETM CPD Standard

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Our Getting Started with Core Maths webinar is aimed at schools and colleges who plan to offer the course in the future. If you are already teaching Core Maths we recommend you attend one of our Core Maths Specification Networks instead.

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Math in the News on Twitter - A new question related to current events every school day.

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Math in the News on Twitter - A new question related to current events every school day.

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Tweets by MathInTheNews

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How we use statistics to get what we want with David Spiegelhalter

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How we use statistics to get what we want with David Spiegelhalter

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Manipulative numbers: How we use statistics to get what we want | David Spiegelhalter

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Questions Inspired by a News Story by Mark Dawes

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Questions Inspired by a News Story by Mark Dawes

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From The Times Newspaper: The over-55s keeping classrooms going amid a teaching crisis Richard Lewis will be 70 on Tuesday. A former City ba...

This is taken from a Daily Telegraph article (with paragraphs removed to save space). Shrinkflation is speeding up at an alarming rate T...

With thanks to Cat van Saarloos for the data file, here's a Quibans from the Daily Mirror. Police release names most commonly linked wit...

From The Times Newspaper: The over-55s keeping classrooms going amid a teaching crisis Richard Lewis will be 70 on Tuesday. A former City ba...

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Items that can be used to provoke mathematical questions. Particularly useful for teachers of Core Maths.

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Use to emphasis need for critical analysis

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Numeracy in the News with the Economist Foundation

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Numeracy in the News with the Economist Foundation

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The news is packed with numbers, statistics and data, but how should we interpret what we read? And how do we get to the real story behind the headlines? Download free, fact-checked teaching resources today to help your students explore how the media use numbers.

These schemes of work, one-off lessons and workshops help students to use their numeracy skills in real-world contexts and understand the link between numbers and the big issues that shape their lives.

Our resources encourage learners to:

Assess the truth of the headlines they read

Use statistics to support the arguments on either side of the debates

Problem-solve, using numeracy, to find workable solutions to the big issues

Help your learners develop their communication and critical-thinking skills, whilst boosting their knowledge of the issues that dominate the news cycle.

Each week, we publish news resources on breaking stories. Designed by teachers, these activities help students see beyond the headlines and discover the details which are needed to form accurate opinions. These can be used both in school and at home.

These resources are perfect to help support Core Maths. The expert answers (found in Projects) are a great support for any schools involved with the Maths for Girls programme.

If you like these, check out our other teaching resources in our resource library!

Numeracy resources

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The news is packed with numbers, statistics and data, but how should we interpret what we read? And how do we get to the real story behind the headlines? Download free, fact-checked teaching resources today to help your students explore how the media use numbers.

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Critical analysis in Maths Hubs New to Teaching Programme

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Critical analysis in Maths Hubs New to Teaching Programme

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Overview

This new programme is now recruiting for 2021/2022. For further information please contact your local Maths Hub.

These extended professional development programmes are run in partnership by Maths Hubs and the AMSP.
Primary focus: Core Maths pedagogy
The purpose of this programme is to support teachers, who are new to teaching Core Maths, in developing specialist knowledge for teaching Core Maths and to increase their confidence in teaching the course.

The programme has a primary focus on Core Maths subject knowledge and pedagogy and will be based on these six key themes which are common to all the Core Maths specifications:

Using contextualised problem-solving

Applying Fermi estimation and modelling

Developing critical analysis

Making sense of finance

Using the pre-release materials

Exploring statistics.

Technology and online teaching will be underlying themes throughout the programme.

Aims

Participants will apply related pedagogical approaches in their Core Maths teaching and plan sequences of lessons to promote student understanding, confidence and progression

Understand the philosophy of Core Maths, with its approach to maths through contextualised problem-solving

Develop their subject knowledge in these six areas: Contextualised problem solving; Fermi estimation and modelling; Critical analysis; Finance; Pre-release materials; Statistics

Develop their understanding of how online learning and technology can be used to support Core Maths teaching

Who will benefit from attending?

This programme is for teachers who are new to teaching Core Maths for the first time and are teaching a Core Maths class during the Autumn and Spring terms of 2021 and 2022.

Other Information

Schools/colleges must be able to commit to the full academic year's programme. This involves a total of three days of face-to-face (or equivalent) support across the academic year, as well as classroom and school-based activity.

Cost

State-funded schools, colleges and academies can participate in Work Groups for free.

Work Groups are hosted by

Find a course

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This new programme is now recruiting for 2021/2022. For further information please contact your local Maths Hub. These extended professional development programmes are run in partnership by Maths Hubs and the AMSP.

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3 ways to spot a bad statistic with Mona Chalabi

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3 ways to spot a bad statistic with Mona Chalabi

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Mona Chalabi: 3 ways to spot a bad statistic

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Sometimes it's hard to know what statistics are worthy of trust. But we shouldn't count out stats altogether ... instead, we should learn to look behind them. In this delightful, hilarious talk, data journalist Mona Chalabi shares handy tips to help question, interpret and truly understand what the numbers are saying.

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Simply display the graph and ask your students: 'what do you notice?' 'what do you wonder?' and 'what is the story that this graph is telling?'

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Graphs, maps and charts from The Times — and an invitation to students to discuss them live.

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Statistics can be used in a powerful and useful ways. In what ways could this world data be analyzed in order to help society? Take a look at this site! Any ideas about this information could be used to improve the lives of people?

Are there ways that we can analyze statistics visually? This site provides some helpful tools for analysis. Take a few moments and look through the site for some ideas about visual representations of data. What does Hans Rosling do to visually represent data that allows connections to be seen so readily? Take a look at this link. Then, watch some TED Talks by Hans Roslin g to get more ideas about how data and statistics can be represented.

There are many different ways that statistics can be analyzed. Consider some of the helpful examples at this site.

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How statistics can be misleading - Mark Liddell

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Statistics are persuasive. So much so that people, organizations, and whole countries base some of their most important decisions on organized data. But any set of statistics might have something lurking inside it that can turn the results completely upside down. Mark Liddell investigates Simpson's paradox.

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Video and resources on critical analysis of headlines

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Video and resources on critical analysis of headlines

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Video linking maths skills to careers and activity in which students turn negative headlines into positive ones

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Fallacies in probability and statistics on demand PD

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Fallacies in probability and statistics on demand PD

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Available soon!

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These On Demand Professional Development (ODPD) pods are designed to support teachers offering Core Maths or considering offering Core Maths, especially those who are using the Integral Core Maths platform and those teaching topics from Core Maths in other subject areas.

The course comprises a series of 'pods', designed to complement our Subject Knowledge Live (SKL) course Core Maths common topics. When complete, this will provide teachers with professional development covering all aspects of the existing Core Maths qualifications.

In each pod, teachers will experience a variety of content including:

short videos explaining the ideas behind the topic

practice materials

triggers for reflection and suggestions for further study.

Teachers will be encouraged to interact and collaborate with others studying the same material via the online forums. An expert tutor will be monitoring the forums and will respond to queries.

The course offers total flexibility regarding when teachers can access the materials, day or night, over a period of up to one year. Teachers will be able to track their progress within the course and to see when they have completed a section or the full pod.

The course offers total flexibility regarding when teachers can access the materials, day or night, over a period of up to one year. Teachers will be able to track their progress within the course and to see when they have completed a section, a pod or a full course.

What are the aims of this professional development?

To introduce teachers to a range of techniques which will enable them to work more confidently with students studying Core Maths or using elements of Core Maths in other subject areas.

To provide opportunities to reflect on subject content, resources and teaching ideas and to discuss these with other teachers via the course forums.

To provide support for teachers using the Core Maths platform with their students.

Content

Timings are approximate and suggest the required time for a topic to be counted on a certificate of participation. Further resources are linked from each section and so participants may, if they wish, spend more time than this in consolidating and reflecting on the content. You do not need to complete all sections to request a certificate.

What will I need?

You'll need an internet connection with capability to watch videos.

Queries?

If you have any queries about this event, please do not hesitate to contact:

What is On Demand professional development?

On Demand professional development offers total flexibility. Teachers can access the materials, day or night, over a period of up to one year.

It's also completely free of charge for eligible teachers.

If you're interested in a deeper view of what's involved in this unique form of professional development, you may enjoy this video:

Please note:

Due to the way the AMSP is funded, this On-Demand Professional Development is only available to teachers in state-funded schools and colleges in England.

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These On Demand Professional Development (ODPD) pods are designed to support teachers offering Core Maths or considering offering Core Maths, especially those who are using the Integral Core Maths platform and those teaching topics from Core Maths in other subject areas.

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Politics is back, and so's our politics blog, with rolling coverage of and commentary on what we're fact checking in Westminster and beyond.

Read our snap analysis of claims plus updates on the impact of our fact checking, as politicians gear up for the next general election.

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Full Fact - Full Fact is the UK's independent fact checking organisation

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Full Fact is the UK's independent fact checking organisation

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Trump talking about a graph “you don’t need to know what the hell is on it. All you know is that’s a good line”

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Trump brandishes yet another graph, but says, "You do not have to know what the hell is on it. All you know is, that's a good line."

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Trump brandishes yet another graph, but says, "You do not have to know what the hell is on it. All you know is, that's a good line." https://t.co/AgA5p0jZJ2

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Trump tries to pit union workers against leaders, tells workers that "your union leaders aren't on my side. I watch them on television."

He then tells a "sir!" story about a White House meeting he had with union leaders & claims the leaders were "hugging & kissing" him. https://t.co/msWhNL5XHd

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Something went wrong, but don’t fret — let’s give it another shot.

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Trump brandishes yet another graph, but says, "You do not have to know what the hell is on it. All you know is, that's a good line." pic.twitter.com/AgA5p0jZJ2
— Aaron Rupar (@atrupar) March 20, 2019

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Trump brandishes yet another graph, but says, "You do not have to know what the hell is on it. All you know is, that's a good line." https://t.co/AgA5p0jZJ2

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Trump tries to pit union workers against leaders, tells workers that "your union leaders aren't on my side. I watch them on television."

He then tells a "sir!" story about a White House meeting he had with union leaders & claims the leaders were "hugging & kissing" him. https://t.co/msWhNL5XHd

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Trump brandishes yet another graph, but says, "You do not have to know what the hell is on it. All you know is, that's a good line." https://t.co/AgA5p0jZJ2

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Trump brandishes yet another graph, but says, "You do not have to know what the hell is on it. All you know is, that's a good line."

# data[].attributes.attachment_link.metadata.attachment_props.referenced_tweets[].text
Trump tries to pit union workers against leaders, tells workers that "your union leaders aren't on my side. I watch them on television."

He then tells a "sir!" story about a White House meeting he had with union leaders & claims the leaders were "hugging & kissing" him. https://t.co/msWhNL5XHd

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Register with AMSP to get access to the free Core Maths platform - contains critical analysis resources and auto-marked assessment

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Register with AMSP to get access to the free Core Maths platform - contains critical analysis resources and auto-marked assessment

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Register your school or college with the AMSP

Has your school or college registered with the AMSP? It's free and provides lots of benefits.

You'll receive a free basic subscription to Integral® to enable you to access high-quality resources to support your teaching and learning, including materials for:

all of AS/A level Further Mathematics, tailored to the specification followed

Core Maths

AQA Level 2 Certificate in Further Mathematics

OCR Level 3 FSMQ in Additional Mathematics

Sixth Term Examination Paper (STEP)

By registering your school or college, you will also have the opportunity to let us know what support you may need in the coming academic year and take advantage of AMSP tuition services for Core Maths and Further Mathematics.

Stay Informed

By signing up to Stay Informed mailing list, you will be invited to participate in our events, which include professional development and student enrichment activities, and notified of new resources when they are available.

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Has your school or college registered with the AMSP? It's free and provides lots of benefits.

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Beautiful data visualisations about positive news

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Beautiful data visualisations about positive news

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Simply present to the class and ask 'what do you notice?' 'what do you wonder?' and if you like - hide the title and ask 'what is the story that this graph is telling?'

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Unseen trends, uplifting stats, creative solutions - a new chart every day. From Information is Beautiful.

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Tim Harford explains the numbers and statistics used in everyday life

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Newpapers often report on scientific announcements, especially if they are health related.

The Daily Mirror proclaimed on its front page on 7th August 2018:

TOO MUCH SLEEP IS DEADLY
More than 8 hours may be sign of ill-health as study shows 'long sleepers' die early

The online version of the article begins with a similar (but more detailed) headline and subheading:

Getting too much sleep could be deadly as study warns more than ten hours a night increases stroke risk
Researchers have urged GPs to check the sleep patterns of patients after shocking study results

Based on these headlines alone, what do you think the findings were of the study reported in the article?

Here are two more extracts from the article:

Researchers said underlying diseases could be the cause of regular lie ins - and they urged GPs to check the sleep patterns of patients during visits in a bid to save their lives.

"Our study has an important public health impact in that it shows that excessive sleep is a marker of elevated cardiovascular risk. Our findings have important implications as clinicians should have greater consideration for exploring sleep duration and quality in consultations."

Do these two extracts match up with what the headlines said?

The actual study is available here: it is a meta-analysis of other studies, which means the researchers have looked at all of the earlier studies they could find and collected all of the relevant results together to give a huge sample size with (one hopes) more reliable results. They summarise their conclusions (bottom of page 3):

Divergence from the recommended 7 to 8 hours of sleep is associated with a higher risk of mortality and cardiovascular events. Longer duration of sleep may be more associated with adverse outcomes compared with shorter sleep durations.

("Higher risk of mortality" means "more likely to die", and "cardiovascular events" means "heart attacks and other nasty things to do with the heart or blood vessels".)

What does the word "associated" mean here?

How does this conclusion compare to the newspaper headline?

How does this conclusion compare to the rest of the newspaper story?

Clinical implications

The researchers go on to give a clinical implication of their study (page 4):

Our study suggests that abnormal sleep is a marker of elevated cardiovascular risk - and greater attention in consultations with patients to ask, and give advice about optimising the duration and quality of sleep may help reduce the burden of cardiovascular disease.

What does this suggest the authors of the scientific paper believe? Does this fit better with the newspaper headline, with the report conclusion, or neither?

Interpreting data is hard! It is important to be aware of the limits of what data can tell us, and to be careful when drawing conclusions from it.

If the data only shows that there is an association between a longer duration of sleep and cardiovascular disease, but not that a longer duration of sleep causes cardiovascular disease, is advising people who sleep more than 7 to 8 hours to sleep less a good thing, a bad thing or neither?

This resource is part of the collection Statistics - Maths of Real Life

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Newpapers often report on scientific announcements, especially if they are health related.

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Age 14 to 18
Challenge Level

Where do people fly to from London?

We collected data on the number of planes that flew to each continent from London airports in 2017.
Here are four representations of this data:

Figure 1

Figure 2: Popularity of destinations (by continent) in 2017

Figure 3: Destinations of flights from London in 2017

Figure 4: Number of flights from London airports in 2017

What information can you deduce from each representation?

What is good about each representation (including its caption)?

What is bad about each representation?

Who might create each of these representations and for what purpose?

Could you create a better representation?

To see the original data used to create these representations, click on "Show".

This resource is part of the collection Statistics - Maths of Real Life

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Where do people fly to from London? What is good and bad about these representations?