Jenny Murray writes about the sessions she leads in schools for parents to work alongside children on mathematical problems, puzzles and games.
Marion Bond suggests that we try to imagine mathematical knowledge
as a broad crazy paving rather than a path of stepping stones.
There is no one right place to start and there is no one right
route to follow. This article looks at ways of offering children
mathematical experiences throughout the day, not just in maths
This article takes a closer look at some of the toys and games that
can enhance a child's mathematical learning.
Marion Bond recommends that children should be allowed to use
'apparatus', so that they can physically handle the numbers
involved in their calculations, for longer, or across a wider
ability band, than is currently the norm.
Mathematics is the study of patterns. Studying pattern is an
opportunity to observe, hypothesise, experiment, discover and
In this article, Alan Parr shares his experiences of the motivating effect sport can have on the learning of mathematics.
In this article Liz Woodham reflects on just how much we really listen to learners’ own questions to determine the mathematical path of lessons.
This article for students gives some instructions about how to make some different braids.
In this article for teachers, Liz Woodham describes resources on
NRICH that can help primary-aged children get to grips with
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.
Bernard Bagnall recommends some primary school problems which use
numbers from the environment around us, from clocks to house
Jenny Piggott reflects on the event held to mark her retirement
from the directorship of NRICH, but also on problem solving itself.
Bernard Bagnall describes how to get more out of some favourite
This article explores the links between maths, art and history, and
suggests investigations that are enjoyable as well as challenging.
A description of how to make the five Platonic solids out of paper.
This article for primary teachers outlines how we can encourage children to create, identify, extend and explain number patterns and why being able to do so is useful.
An article for teachers which first appeared in the MA's Equals journal, featuring activities which use counters.