This feature explains how NRICH can 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, Lynne explains the difference between 'rich' tasks and 'low threshold high ceiling' tasks, drawing on examples from the site. In the third
article, Jennie offers you practical ways to investigate aspects of your classroom culture and in the fourth article, she suggests three ways in which we can support children in becoming competent problem solvers. Scroll down to see tasks from the site which exemplify the ideas contained within the articles.
Is problem solving at the heart of your curriculum? In this article for teachers, Lynne explains why it should be.
In this article for teachers, Lynne explains the difference between 'rich tasks' and 'low threshold high ceiling' tasks, using examples from the website.
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.
Noah saw 12 legs walk by into the Ark. How many creatures did he see?
An activity centred around observations of dots and how we visualise number arrangement patterns.
Investigate the different shaped bracelets you could make from 18 different spherical beads. How do they compare if you use 24 beads?
You are organising a school trip and you need to write a letter to
parents to let them know about the day. Use the cards to gather all
the information you need.
This practical problem challenges you to make quadrilaterals with a loop of string. You'll need some friends to help!
How could you arrange at least two dice in a stack so that the total of the visible spots is 18?
A game for two people, or play online. Given a target number, say 23, and a range of numbers to choose from, say 1-4, players take it in turns to add to the running total to hit their target.