This professional development activity is designed to help you
assess your embedding of rich tasks into the curriculum and, in
particular, think about what to do next
This is the introductory page of a set of resources designed to support teachers in using rich tasks in their daily mathematics lesson.
Jennifer Piggott and Charlie Gilderdale describe a free interactive
circular geoboard environment that can lead learners to pose
Alf describes how the Gattegno chart helped a class of 7-9 year olds gain an awareness of place value and of the inverse relationship between multiplication and division.
Simon Singh describes PKC, its origins, and why the science of code making and breaking is such a secret occupation.
Alf and Tracy explain how the Kingsfield School maths department use common tasks to encourage all students to think mathematically about key areas in the curriculum.
This article supplies teachers with information that may be useful in better understanding the nature of games and their role in teaching and learning mathematics.
This article, the second in the series, looks at some different types of games and the sort of mathematical thinking they can develop.
Basic strategy games are particularly suitable as starting points
for investigations. Players instinctively try to discover a winning
strategy, and usually the best way to do this is to analyse the
outcomes of series of 'moves'. With a little encouragement from the
teacher, a mathematical investigation is born.
Not all of us a bursting with creative game ideas, but there are
several ways to go about creating a game that will assist even the
busiest and most reluctant game designer.
What does logic mean to us and is that different to mathematical logic? We will explore these questions in this article.
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.
In this article for teachers, Jenni Back offers research-based guidance about the use of manipulatives in the classroom.
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.