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 thoughts.
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.
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 scientific enquiry.
John Mason describes the thinking behind this month's tasks.
Is problem solving at the heart of your curriculum? In this article for teachers, Lynne explains why it should be.
In this article for primary teachers, Fran describes her passion for paper folding as a springboard for mathematics.
In this article for primary teachers we consider in depth when we might reason which helps us understand what reasoning 'looks like'.
This article for primary teachers suggests ways in which we can help learners move from being novice reasoners to expert reasoners.
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 explorations.
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 for teachers explains why geoboards are such an invaluable resource and introduces several tasks which make use of them.
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.