Primary Teacher Article Collection

Parents, Children and Maths

Stage: 1

Jenny Murray writes about the sessions she leads in schools for parents to work alongside children on mathematical problems, puzzles and games.

Path of Discovery Series: 1. Uncertain Beginnings

Stage: 1

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.

Path of Discovery Series: 2. First Steps

Stage: 1

This article takes a closer look at some of the toys and games that can enhance a child's mathematical learning.

Path of Discovery Series 3: I Do and I Understand

Stage: 1

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.

Pattern Power

Stage: 1, 2 and 3

Mathematics is the study of patterns. Studying pattern is an opportunity to observe, hypothesise, experiment, discover and create.

Performing Beyond Expectations - Using Sport to Motivate Students in Mathematics Lessons

Stage: 2, 3 and 4

In this article, Alan Parr shares his experiences of the motivating effect sport can have on the learning of mathematics.

Placing Our Trust in Learners

Stage: 1, 2 and 3

In this article Liz Woodham reflects on just how much we really listen to learners’ own questions to determine the mathematical path of lessons.

Plaiting and Braiding

Stage: 2 and 3

This article for students gives some instructions about how to make some different braids.

Positive about Negative Numbers

Stage: 1 and 2

In this article for teachers, Liz Woodham describes resources on NRICH that can help primary-aged children get to grips with negative numbers.

Problem Solving: Opening up Problems

Stage: 1, 2, 3 and 4

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.

Professional Development Support

Stage: 1, 2, 3, 4 and 5

Opening Out

Stage: 1 and 2

Bernard Bagnall describes how to get more out of some favourite NRICH investigations.

Outside the Box

Stage: 2 and 3

This article explores the links between maths, art and history, and suggests investigations that are enjoyable as well as challenging.

Paper Folding - Models of the Platonic Solids

Stage: 2, 3 and 4

A description of how to make the five Platonic solids out of paper.

Pattern Sniffing

Stage: 1 and 2

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.

Place Value as a Building Block for Developing Fluency in the Calculation Process

Stage: 1 and 2

This article for primary teachers encourages exploration of two fundamental ideas, exchange and 'unitising', which will help children become more fluent when calculating.

Place Value: the Ten-ness of Ten

Stage: Early years, 1 and 2

This article develops the idea of 'ten-ness' as an important element of place value.

Place Your Counters...

Stage: 1 and 2

An article for teachers which first appeared in the MA's Equals journal, featuring activities which use counters.

Primary Children's Mathematical Recording

Stage: Early years, 1 and 2

This article for teachers outlines different types of recording, depending on the purpose and audience.

Problem Solving and the New Curriculum

Stage: 1 and 2

Is problem solving at the heart of your curriculum? In this article for teachers, Lynne explains why it should be.