# Primary Teacher Article Collection

### Interacting with the Geometry of the Circle

##### Stage: 1, 2, 3 and 4

Jennifer Piggott and Charlie Gilderdale describe a free interactive circular geoboard environment that can lead learners to pose mathematical questions.

### Journeys on the Gattegno Tens Chart

##### Stage: 1 and 2

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.

### Keeping it Safe and Quiet

##### Stage: 2, 3, 4 and 5

Simon Singh describes PKC, its origins, and why the science of code making and breaking is such a secret occupation.

### Kingsfield School - Building on Rich Starting Points

##### Stage: 1, 2, 3, 4 and 5

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.

### Learning Mathematics Through Games Series: 1. Why Games?

##### Stage: 1, 2 and 3

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.

### Learning Mathematics Through Games Series: 2.types of Games

##### Stage: 1, 2 and 3

This article, the second in the series, looks at some different types of games and the sort of mathematical thinking they can develop.

### Learning Mathematics Through Games Series: 4. from Strategy Games

##### Stage: 1, 2 and 3

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.

### Learning Mathematics Through Games: 3. Creating Your Own Games

##### Stage: 1

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.

### Logic

##### Stage: 2 and 3

What does logic mean to us and is that different to mathematical logic? We will explore these questions in this article.

### Logic, and How it Should Influence Our Teaching

##### Stage: 1, 2, 3 and 4

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.

### Making Algebra Rich

##### Stage: 1 and 2

Lynne suggests activities which support the development of primary children's algebraic thinking.

### Manipulatives in the Primary Classroom

##### Stage: 1 and 2

In this article for teachers, Jenni Back offers research-based guidance about the use of manipulatives in the classroom.

### Many Ideas with a Few Cubes

##### Stage: 1 and 2

This short article outlines a few activities which make use of interlocking cubes.

### Mastering Mathematics: the Challenge of Generalising and Proof

##### Stage: 1 and 2

This article for primary teachers discusses how we can help learners generalise and prove, using NRICH tasks as examples.

### Mathematical Problem Solving in the Early Years: Developing Opportunities, Strategies and Confidence

##### Stage: Early years and 1

In this article for Early Years practitioners, Dr Sue Gifford outlines ways to develop children's problem-solving strategies and confidence in problem solving.

### Mathematical Ways to Spend Your Summer

##### Stage: 2, 3, 4 and 5

Here we look back at the year with NRICH and suggest mathematical summer holiday activities for students, parents and teachers.

### Maths and Creativity in Bristol

##### Stage: 1 and 2

This article for teachers describes NRICH's work with Creative Partnerships and three Bristol primary schools.