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Guide and features
Guide and features
Science, Technology, Engineering and Mathematics
Featured Early Years Foundation Stage; US Kindergarten
Featured UK Key Stage 1&2; US Grades 1-4
Featured UK Key Stage 3-5; US Grades 5-12
Featured UK Key Stage 1, US Grade 1 & 2
Featured UK Key Stage 2; US Grade 3 & 4
Featured UK Key Stages 3 & 4; US Grade 5-10
Featured UK Key Stage 4 & 5; US Grade 11 & 12
Stage: 1 and 2
NRICH is delighted to be working with Haringey Council again on a five-term project from January 2014 to July 2015. The project, funded by the
London Schools' Excellence Fund
, aims to improve primary teachers' Maths subject knowledge and pedagogic knowledge, thereby increasing pupil attainment.
Liz Woodham, one of the NRICH Primary Coordinators, is leading the project with Michael Hall, an independent consultant and part-time lecturer at the Open University, who has worked with Liz on previous projects in Haringey.
Two primary teachers from each of twenty schools in Haringey will attend ten face-to-face sessions. This page is intended to be an information-sharing point. Please send anything you would like uploading to Liz (
Day 1: Thursday 6 February
Haringey Day 1 2014.ppt
all together and discussed the mathematics we used, and its '
low threshold high ceiling
We spent some time considering what mathematical topics need to be focused on in each school. Here are the flipchart sheets which we created in this session:
Michael referred to a report 'Development of Maths Capabilities and Confidence in Primary School' by Nunes, Bryant, Silva and Barros (2009) which you can download
Another very interesting read is
. We didn't make reference to this report today, but are likely to do so throughout the project.
Michael also referred to
in Primary Mathematics (published by
The Mathematical Association
) which is about a previous project between NRICH and Haringey.
Expectations for day 2 (19 March)
- complete maths audit in back of 'Mathematics for Primary and Early Years: Developing Subject Knowledge' book by Heather Cooke (see
for more details) and please bring score (count subsections of questions as being worth one mark each)
- ask each child in your class to complete the
- try out a rich task with your class and be prepared to chat about how it went
- you may wish to begin a learning log to record interesting moments that you notice in your classroom (brief extracts of what children say are worth noting for reflection and discussion).
Wednesday 19 March
During the day the tasks we tried all focused on developing children's number sense and understanding of place value. They can all be found in the
Number Sense and Place Value Feature
Liz mentioned research by Kenneth Ruthven which suggests a model for teaching mathematics: exploration -> codification -> consolidation, rather than a 'show then practice' model found in some mathematics lessons. Although the context is secondary mathematics, this feels very relevant for primary too. You can read the paper, published in Educational Studies in Mathematics 20 (1989) here:
We spent some time sharing our experiences of trying an activity out in the classroom. Here are the resulting flipchart sheets produced by each group:
As the above image is rather difficult to read, the text is in
We had a brief discussion about the completed pupil questionnaires, which Michael and Liz collected and we also talked about what it had been like doing the subject audit.
Expectations for day 3 (20 May)
- read chapters 5 and 9 of Listening Counts and identify a couple of children to focus on. (The reason for selecting them in particular is completely up to you e.g. they say very little; they are girls and you suspect they are underperfoming; they are high attaining but find application of knowledge difficult - it could be anything!). Begin to jot down observations and thoughts about these children in your learning log.
- try out a rich task with your class and be prepared to chat about how it went.
Future dates for this academic year
Day 3 - Tuesday 20 May
Day 4 - Thursday 3 July
First published February 2014
Meet the team
The NRICH Project aims to enrich the mathematical experiences of all learners. To support this aim, members of the NRICH team work in a wide range of capacities, including providing professional development for teachers wishing to embed rich mathematical tasks into everyday classroom practice. More information on many of our other activities can be found here.
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NRICH is part of the family of activities in the
Millennium Mathematics Project