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
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
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.
This article for primary teachers encourages exploration of two fundamental ideas, exchange and 'unitising', which will help children become more fluent when calculating.
This article develops the idea of 'ten-ness' as an important element of place value.
An article for teachers which first appeared in the MA's Equals journal, featuring activities which use counters.
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.