# Problem Solving

## Problem Solving

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.

### Problem Solving and the New Curriculum

##### Stage: 1 and 2

Is problem solving at the heart of your curriculum? In this article for teachers, Lynne explains why it should be.

### Developing Excellence in Problem Solving with Young Learners

##### Stage: 1 and 2

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.

### Using NRICH Tasks to Develop Key Problem-solving Skills

##### Stage: 1 and 2

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.

### Trial and Improvement at KS1

##### Stage: 1

These lower primary tasks could all be tackled using a trial and improvement approach.

### Trial and Improvement at KS2

##### Stage: 2

These upper primary tasks could all be tackled using a trial and improvement approach.

### Working Systematically at KS1

##### Stage: 1

Tasks for KS1 children which focus on working systematically.

### Working Systematically at KS2

##### Stage: 2

Tasks for KS2 children which focus on working systematically.

### Number Patterns

##### Stage: 1 and 2

The tasks in this collection encourage children to create, recognise, extend and explain number patterns.

### Working Backwards at KS1

##### Stage: 1

The lower primary tasks in this collection could each be solved by working backwards.

### Working Backwards at KS2

##### Stage: 2

The upper primary tasks in this collection could each be solved by working backwards.

### Reasoning

##### Stage: 1 and 2

This feature draws together tasks which give learners opportunities to reason for different purposes.

### Visualising at KS1

##### Stage: 1

These lower primary tasks all specifically draw on the use of visualising.

### Visualising at KS2

##### Stage: 2

These upper primary tasks all specifically draw on the use of visualising.

### Conjecturing and Generalising at KS1

##### Stage: 1

The tasks in this collection encourage lower primary children to conjecture and generalise.

### Conjecturing and Generalising at KS2

##### Stage: 2

The tasks in this collection encourage upper primary children to conjecture and generalise.