Or search by topic
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 lessons.
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 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 representation 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.
This article discusses the revised Early Learning Goals for mathematics which were announced in June 2018.
Whether you are reflecting on the mathematical developments children have made over the year, or thinking about activities for a transition day this article offers plenty of ideas and tasks to support you.
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 numbers.
This short article explores what it means to be a successful mathematician.
Alan Parr offers some thoughts on various measurements recorded during the Olympic Games. From the accuracy of timing in the pool to the point system in the heptathlon, Alan gives us food for thought.
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 NRICH investigations.
This article explores the links between maths, art and history, and suggests investigations that are enjoyable as well as challenging.
In this article for Primary teachers, we suggest a four step data handling model, based on the work of Alan Graham.