Maths Hubs serve all state-funded schools in England and are the main provider of fully-funded maths-specific school and professional development nationally. For any school or institution seeking to focus on maths, from Early Years to post-16, there is a Maths Hubs opportunity available. Recruitment is now open for CPD starting from September 2023.

As part of the Government’s focus on maths education, Rishi Sunak recently announced the expansion of the Maths Hubs Programme. From September 2023, new Network Collaborative Projects will see subject-specific professional development for teachers of GCSE Maths resit, and, for primary schools, Mastering Number at KS2 will build on the already successful Mastering Number Programme. The overall Teaching for Mastery Programme will expand to reach 75% of primary schools and 65% of secondary schools across the country.

In addition to the current school development programmes, some schools will have the opportunity to benefit from an enhanced offer. This will involve extra support provided by Local Leaders of Mathematics Education, designed to help leaders and teachers more effectively implement teaching for mastery. Beyond this, intensive provision will involve bespoke support for schools in need of greater support, as they may be currently facing significant challenges which impact on their capacity to engage with school development programmes.

Details of all the school and professional development available from the NCETM and Maths Hubs in 2023/24 can be found in the new School and Professional Development Catalogue below:

Any school or individual wanting to get involved should contact us here via email to: yhmathshub@outwood.com or by exploring our Work Groups below:

It was announced on 17th April that the Maths Hubs Programme will expand its support for schools and colleges across England.

From September 2023, new Network Collaborative Projects will see subject-specific professional development for teachers of GCSE Maths resit, and, for primary schools, Mastering Number at KS2 will build on the already successful Mastering Number Programme. The overall Teaching for Mastery Programme will expand to reach 75% of primary schools and 65% of secondary schools across the country.

In addition, a key development in the Maths Hubs Programme sees three kinds of support for schools: standard provision, enhanced provision, and intensive provision.

Learn more about the new elements of the Maths Hubs Programme in this DfE written statement.

To become involved in any of our programmes for the coming academic year, explore the Work Groups section of our website by clicking the button below:

Ask any adult what children might be learning when they study multiplication in primary school, and they will probably mention times tables. Ask a teacher preparing their class for SATs, and written methods of multiplication will be high on the agenda. However, primary teachers will know there is more to multiplication than this. Supporting children to develop an understanding of the structures involved in multiplicative thinking is essential for so many areas of maths. But how can we ensure that teachers can develop multiplicative thinking across the primary maths curriculum?

We know that a significant amount of maths in KS2 and beyond – fractions, ratio, percentages, trigonometry, similarity, pie charts and more – depends on the ability to think and reason multiplicatively. However, though it may appear at first glance as if, in primary school, the topic of multiplication is heavily weighted towards KS2, much of the maths pupils will learn at KS2 and KS3 relies on a multiplicative understanding which begins in KS1. If multiplicative thinking is not securely embedded in KS1, progress in maths could be limited.

So how best to adopt a whole school approach to multiplicative thinking that ensures that firm foundations are laid in KS1 and securely embedded throughout primary? We have picked out some of our popular features and resources to summarise how you could approach embedding multiplicative thinking in your class or school.

In their article, the NCETM looks at several considerations:

1. Introducing multiplicative thinking

2. Considering the question: what is untising and why is it important?

3. Exploring the use of representations through the primary video lessons.

Click on the button below for more details from the NCETM about all of the above: 

As a maths department, you probably meet regularly, talk often about your planning, and chat over coffee about how lessons have gone. But are you really collaborating?

Firstly, let’s dispel some myths about collaborative planning. It certainly doesn’t mean the topics of a scheme of work being divided up, each teacher given some lessons to plan, everyone dispersing to various corners of the department, then hundreds of lessons being uploaded to a folder on the shared drive a few hours later. Instead, effective collaboration involves teachers thinking deeply about how students will approach, learn and retain the maths that they are being taught.

Often, really thinking about what you will teach involves having a go at it yourself. Whether it’s in a department meeting, co-planning time, or just over a cup of tea at the end of the day, try some of the questions you are going to give to your classes.

Instead of glancing over a topic that you have taught dozens of times, make sure you approach the maths as though you were a student, comparing and discussing your answers, and the thinking that you did to get to them. Sometimes, it’s useful to do the actual tasks you’re going to give your students (that you will therefore approach as an ‘expert’), but it’s also important to put yourself in the position of the learner occasionally, and do maths that perhaps is beyond your comfort zone!

Going through the process that your students will experience can help you agree to some common approaches that you might take as a department, especially when it comes to addressing misconceptions. You don't all need to agree to teach the same things in the same way, but you might agree on a particular representation that best models a certain concept, or a task that all students will experience. Sharing your understanding of how students deal with the maths they encounter helps you all create a more powerful sequence of lessons through a topic.

In their feature, the NCETM gives a few suggestions of what collaboration might involve, and points you towards some features and podcasts which explore how schools have made collaboration work for them in different settings. The NCETM also highlights some resources which will enhance your department’s collaborative planning, whatever form it takes.

Follow the button to take you to:

• Downloadable resources

• Details of free professional development opportunities you can participate in

• Feature articles you can read

• Podcasts you can listen to

• Videos you can watch

Some may argue that because mathematics is the same all over the world, maths can act as a universal language. A phrase or formula has the same meaning, regardless of another language that accompanies it. In this way, math helps people learn and communicate, even if other communication barriers exist.

With that in mind, The International Day of Mathematics (IDM) is a worldwide celebration. Each year on March 14 (Pi Day) all countries will be invited to participate through activities for both students and the general public in schools, museums, libraries and other spaces.

For 2023, the theme is Mathematics for Everyone. 
The theme was proposed by Marco Zarco Rotairo of the Trece Martires City National High School at Indang, Cavite, Philippines.

“I believe that Mathematics should be for everyone because all of us have mathematical ability, but only with varying extent and degree. Also, we must let everyone enjoy the wonders of Mathematics. The notion that Mathematics is only for the gifted and the genius must change.”

You are encouraged to join in through activities for both students and the general public. To find out more and get involved, click the button below:

Recruitment for all national programmes for 2023/24 is now open. All applications close on Friday 31st March 2023 at 5pm.

The Yorkshire and the Humber Maths Hub are now accepting applications for five programmes designed to develop teachers as experts in teaching for mastery and the leadership of professional development. The programmes are:

• Primary Mastery Specialist

• Secondary Mastery Specialist

• Further Education Mastery Specialist

• Professional Development Lead

• School Development Lead

What do the programmes involve?
All the programmes are designed to develop teachers as local leaders of mathematics education (LLME).
The Primary Mastery Specialist Programme is now in its ninth year, and the Secondary Mastery Specialist Programme is in its eighth year. The programme to develop Further Education Mastery Specialists is new in 2023; more information about it is available in the NCETM’s recent news item, Mastery Specialists in GCSE Resit and Functional Skills. 

All Mastery Specialists are classroom-based practitioners who develop teaching for mastery in their own classrooms, and go on to lead Work Groups to support other schools or colleges and their teachers locally.
Professional Development Leads and School Development Leads are expert teachers of maths who have responsibility for maths-specific professional development beyond their own school.
How can you apply?
Follow the link below to our vacancies webpage to find out more about each of the programmes or click on the hyperlinks to the individual programmes above. You can download and read the information document and also click to begin the application. When you have secured the support of your headteacher/senior leader, complete the online application form. The closing date for applications is Friday 31st March 2023 at 5pm.

Have you ever wondered what Maths Hub really does? Does it really impact? Well...this month the Maths Hub Annual Report 2021/22 has been published. The report reflects on what Maths Hubs did for schools, colleges and pupils throughout 2021/22. This is a new comprehensive, full-colour report, with case studies, quotes and statistics.

Featured in the report is our one and only Rachel West, who we say farewell to, as she moves to become the Maths Hub Lead for our neighbouring East Midlands East Maths Hub. 

The report also details the impact on the following areas:

• Primary schools

• Secondary schools

• LLME: Local Leaders of Mathematics Education

• SKTM: Specialist Knowledge for Teaching Mathematics 

• Post-16 institutions

• RIWG: Research and Innovation Work Groups

• Maths Hub Leadership

You can download the full report by clicking the button below: 

Sharing our love and passion for maths is a given, but with limited time in the classroom, how do we get students interested in thinking about maths beyond the GCSE syllabus?

If you are interested in collaborating with colleagues across our region to have a focus on Secondary to Post 16 Transition then why not get involved with our Work Group?

Do you already have students who might be thinking of studying maths at university, but who might need more guidance about career paths or the application process?

Our colleagues at the Advanced Mathematics Support Programme (AMSP) have just started to publish SUMS, an online magazine for all A level Mathematics students. It contains support, resources and advice, and the first issue is now available on the AMSP website.