Primary Teacher Article Collection

Integrating Rich Tasks - Activity 4.3

Stage: 1 and 2

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

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.


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.

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.

Maths in the Victorian Classroom

Stage: 2 and 3

What was it like to learn maths at school in the Victorian period? We visited the British Schools Museum in Hitchin to find out.

Maths Trails

Stage: 2 and 3

The NRICH team are always looking for new ways to engage teachers and pupils in problem solving. Here we explain the thinking behind maths trails.

May the Best Person Win

Stage: 1, 2, 3 and 4

How can people be divided into groups fairly for events in the Paralympics, for school sports days, or for subject sets?

Meaningful Maths Trails

Stage: 1 and 2

Avril Crack describes how she went about planning and setting up a Maths trail for pupils in Bedfordshire.