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
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.
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.
Presentation given at the MEI conference in Reading 2005
Marion Bond investigates the skills needed in order for children to
This article for teachers describes how modelling number properties
involving multiplication using an array of objects not only allows
children to represent their thinking with concrete materials, but
it can also assist them in forming useful mental pictures to
support memory and reasoning.
This article for teachers describes how number arrays can be a
useful reprentation for many number concepts.
Helen Joyce interviews the neuropsychologist Brian Butterworth
whose research has shown that we are all born with a "built-in"
sense of cardinal number.
Changes are afoot at NRICH. Here's an overview of what to expect..
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.