Providing opportunities for children to participate in group
narrative in our classrooms is vital. Their contrasting views lead
to a high level of revision and improvement, and through this
process they become more aware of "thinking". This article looks at
the way we handle these narratives.
Here we look back at the year with NRICH and suggest mathematical summer holiday activities for students, parents and teachers.
This article for teachers describes NRICH's work with Creative Partnerships and three Bristol primary schools.
What was it like to learn maths at school in the Victorian period?
We visited the British Schools Museum in Hitchin to find out.
The NRICH team are always looking for new ways to engage teachers
and pupils in problem solving. Here we explain the thinking behind
How can people be divided into groups fairly for events in the Paralympics, for school sports days, or for subject sets?
Avril Crack describes how she went about planning and setting up a
Maths trail for pupils in Bedfordshire.
This article for teachers describes an activity which encourages
meaningful data collection, display and interpretation.
This article for teachers sets out some ideas for introducing
children to some of the concepts at the root of mechanics.
Presentation given at the MEI conference in Reading 2005
Marion Bond investigates the skills needed in order for children to
This article for teachers describes how modelling number properties
involving multiplication using an array of objects not only allows
children to represent their thinking with concrete materials, but
it can also assist them in forming useful mental pictures to
support memory and reasoning.
This article for teachers describes how number arrays can be a
useful reprentation for many number concepts.
Helen Joyce interviews the neuropsychologist Brian Butterworth
whose research has shown that we are all born with a "built-in"
sense of cardinal number.
Changes are afoot at NRICH. Here's an overview of what to expect..
Once a basic number sense has developed for numbers up to ten, a
strong 'sense of ten' needs to be developed as a foundation for
both place value and mental calculations.
This article for teachers suggests teaching strategies and
resources that can help to develop children's number sense.
While musing about the difficulties children face in comprehending number structure, notation, etc., it occured to the author that there is a vast array of occasions when numbers and signs are used in anomalous ways; often these are at the earliest stages, when they must be enormously confusing. However, they also frequently happen in adult situations.