Proof does have a place in Primary mathematics classrooms, we just
need to be clear about what we mean by proof at this level.
All types of mathematical problems serve a useful purpose in
mathematics teaching, but different types of problem will achieve
different learning objectives. In generalmore open-ended problems
have greater potential.
The beginnings of understanding probability begin much earlier than
you might think...
This article, written for teachers, looks at the different kinds of
recordings encountered in Primary Mathematics lessons and the
importance of not jumping to conclusions!
An article for teachers which discusses the differences between
ratio and proportion, and invites readers to contribute their own
Liz Woodham describes a project with four primary/first schools in the East of England, focusing on rich mathematical tasks and funded by the NCETM.
NRICH website full of rich tasks and guidance. We want teachers to
use what we have to offer having a real sense of what we mean by
rich tasks and what that might imply about classroom practice.
What are rich tasks and contexts and why do they matter?
In this article for teachers, Alan Parr looks at ways that
mathematics teaching and learning can start from the useful and
interesting things can we do with the subject, including modelling
John Mason describes the thinking behind this month's tasks.
This article for teachers outlines different types of recording, depending on the purpose and audience.
Is problem solving at the heart of your curriculum? In this article for teachers, Lynne explains why it should be.
This article describes the scope for practical exploration of tessellations both in and out of the classroom. It seems a golden opportunity to link art with maths, allowing the creative side of your children to take over.
In this article for teachers, Bernard gives an example of taking an
initial activity and getting questions going that lead to other
How can teachers stimulate and engage highly able mathematicians in school
How and why should we identify Exceptionally Mathematically Able children? What do they say and do that leads us to know that they are exceptional?
This article introduces the idea of generic proof for younger children and illustrates how one example can offer a proof of a general result through unpacking its underlying structure.
This article for primary teachers outlines how using counters can support mathematical teaching and learning.