Teachers' Experiences of Using NRICH

Stage: 2, 3, 4 and 5 Challenge Level: Challenge Level:1

Teachers Using NRICH - Engaging Mathematics For All Learners

The following four articles talk about some of the findings that teachers involved in the NRICH work on the Engaging Mathematics for all Learners Project wanted to share.

Changing Perceptions
The teachers involved in the Engaging Mathematics Project were keen to challenge common perceptions of mathematics and of teaching and learning mathematics. In this article, the teachers share what they are doing to change perceptions in their schools.

Optimising Input - Maximising Output
The teachers involved in the Engaging Mathematics Project decided that they needed to address the (im)balance between teacher and student activity in their classrooms. In this article they share the issues they identified and what they have been doing to address them.

Using Rich Tasks in an Objective Led Culture
As teachers, we appreciate the need to have clear objectives at the start of lessons but have been aware of the limitations this sometimes seems to place on our ability to get the most out of using rich tasks. Through our case study we tried to address two issues:
  • Objectives that are seen as a strait-jacket, restricting the teachers' room for manoeuvre. These can be a barrier to teachers responding appropriately to the students they are working with, not allowing them to 'go with the flow' of a lesson.
  • Objectives that are solely about content and do not recognise the mathematical process skills that we want students to develop.
Using Rich Tasks for the First Time

The teachers involved in the Engaging Mathematics Projectwanted to embed rich tasks from the NRICH website into their curriculum for all KS3 and KS4 students. In this article, the teachers share the issues they needed to consider and what they are doing to address them.
 

Teachers Using NRICH - Key Stage 3

Peter Hall is an Advanced Skills Teacher of Mathematics working at Imberhorne School, a state secondary school in East Grinstead, West Sussex. He was one of four NRICH Teacher Fellows who worked on embedding NRICH materials into their teaching during the year 2008-2009. In this article, he writes about his experiences of working with students at Key Stage Three.

Teachers Using NRICH Key Stages 3, 4, 5

Kirsti Ashworth was one of four NRICH Teacher Fellows who worked on embedding NRICH materials into their teaching. Kirsti worked with pupils from Key Stages 3, 4 and 5 during the year 2008 -2009. This article talks about her experiences .

Teachers Using NRICH Key Stage 3

During 2008-2009 Sharon Walter was one of four NRICH Teacher Fellows who worked on embedding NRICH materials into their teaching. At the time Sharon was the second in Faculty at Crown Hills Community College which is an inner city state secondary school in Leicester. In September 2008 Sharon became the Head of Mathematics at Crown Hills.

Teachers Using NRICH Key Stage 2

Vicki Pike was one of four NRICH Teacher Fellows who worked on embedding NRICH materials into their teaching during the year 2008 - 2009. During the project, Vicki was teaching a maths set, containing 26 children from Years 5 and 6. In this article, she writes about her experiences.

NRICH has worked with the Secondary National Strategy to develop guidance based on NRICH problems that illustrate what pupils should know and be able to do within a particular process strand. Some of this material can be found in The National Archives.