This feature is somewhat larger than our usual features, but that is because it contains everything you need to help you develop a problem-solving approach to the teaching and learning of mathematics. Read Lynne's article which discusses the place of problem solving in the new curriculum and sets the scene. In the second article, Jennie offers you practical ways to investigate aspects of your
classroom culture and in the third article, she suggests three ways in which we can support children in becoming competent problem solvers. The fourth article builds on the third by discussing what we mean by problem-solving skills and how NRICH can help children develop these skills. Scroll down to see groups of tasks from the site which will give learners experience of specific skills.
Is problem solving at the heart of your curriculum? In this article for teachers, Lynne explains why it should be.
This article offers you practical ways to investigate aspects of your classroom culture.
Becoming confident and competent as a problem solver is a complex process that requires a range of skills and experience. In this article, Jennie suggests that we can support this process in three principal ways.
This article, written for primary teachers, discusses what we mean by 'problem-solving skills' and draws attention to NRICH tasks which can help develop specific skills.
These lower primary tasks could all be tackled using a trial and improvement approach.
These upper primary tasks could all be tackled using a trial and improvement approach.
Tasks for KS1 children which focus on working systematically.
Tasks for KS2 children which focus on working systematically.
The tasks in this collection encourage children to create, recognise, extend and explain number patterns.
The lower primary tasks in this collection could each be solved by working backwards.
The upper primary tasks in this collection could each be solved by working backwards.
This feature draws together tasks which give learners opportunities to reason for different purposes.
These lower primary tasks all specifically draw on the use of visualising.
These upper primary tasks all specifically draw on the use of visualising.
The tasks in this collection encourage lower primary children to conjecture and generalise.
The tasks in this collection encourage upper primary children to conjecture and generalise.