The first of two articles for teachers explaining how to include talk in maths presentations.
The second of two articles explaining how to include talk in maths
Written for teachers, this article describes four basic approaches children use in understanding fractions as equal parts of a whole.
This second article in the series refers to research about levels
of development of spatial thinking and the possible influence of
This is the first article in a series which aim to provide some insight into the way spatial thinking develops in children, and draw on a range of reported research. The focus of this article is the work of Piaget and Inhelder.
This article looks at levels of geometric thinking and the types of
activities required to develop this thinking.
How can we as teachers begin to introduce 3D ideas to young
children? Where do they start? How can we lay the foundations for a
later enthusiasm for working in three dimensions?
This article, the first in a series, discusses mathematical-logical
intelligence as described by Howard Gardner.
This article is based on some of the ideas that emerged during the production of a book which takes visualising as its focus. We began to identify problems which helped us to take a structured view of the purposes and skills of visualising.
Investigate circuits and record your findings in this simple introduction to truth tables and logic.
An article that reminds us about the value and importance of communication in the mathematics classroom.
This article, written for primary teachers, links to rich tasks which will help develop the underlying concepts associated with fractions and offers some suggestions for models and images that help support ideas around fractions.
This article outlines some of the benefits of using dice games in the classroom, especially as a tool for formative assessment.
Gillian Hatch analyses what goes on when mathematical games are
used as a pedagogic device.
An article describing what LTHC tasks are, and why we think they're a good idea.
Good questioning techniques have long being regarded as a
fundamental tool of effective teachers. This article for teachers
looks at different categories of questions that can promote
In the process of working with some groups of teachers on using
questions to promote mathematical thinking, the following table was
developed. It provides examples of generic questions that can be
used to guide children through a mathematical investigation, and at
the same time prompt higher levels of thinking.
The teachers involved in the Engaging Mathematics Projectwanted to
embed rich tasks from the NRICH website into their curriculum for
all KS3 and KS4 students. In this article, the teachers share the
issues they needed to consider and what they are doing to address
As teachers, we appreciate the need to have clear objectives at the
start of lessons but have been aware of the limitations this
sometimes seems to place on our ability to get the most out of
using rich tasks. In this article we talkabotu how we managed this