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In this article for primary teachers, Ems outlines how we can encourage learners to be flexible in their approach to calculation, and why this is crucial.
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, we explain what is meant by Low Threshold High Ceiling tasks, and why we like them.
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.
In this article for Early Years practitioners, Dr Sue Gifford outlines ways to develop children's problem-solving strategies and confidence in problem solving.
This article for teachers describes NRICH's work from 2010 to 2011 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 maths trails.
In this article, Becky Moseley outlines key considerations for Primary teachers wanting to create a maths trail in their own locality.
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.
This article for teachers sets out some ideas for introducing children to some of the concepts at the root of mechanics.
This article looks at how models support mathematical thinking about numbers and the number system
Marion Bond investigates the skills needed in order for children to understand money.