This professional development activity looks at what teachers can do to support learners engaging with rich tasks
The aim of this professional development activity is to draw your attention to tasks you already use and what you might do in the classroom to make them richer.
The aim of this professional development activity is to successfully integrate some rich tasks into your curriculum planning.
This professional development activity is designed to help you assess your embedding of rich tasks into the curriculum through peer observation
This professional development activity is designed to help you assess your embedding of rich tasks into the curriculum through evaluating a theme
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
Jennifer Piggott and Charlie Gilderdale describe a free interactive circular geoboard environment that can lead learners to pose mathematical questions.
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.
Lynne suggests activities which support the development of primary children's algebraic thinking.
In this article for teachers, Jenni Back offers research-based guidance about the use of manipulatives in the classroom.
This short article outlines a few activities which make use of interlocking cubes.
This article for primary teachers discusses how we can help learners generalise and prove, using NRICH tasks as examples.