Primary Teacher Article Collection

Talking about Maths - 2

Stage: 2, 3, 4 and 5

The second of two articles explaining how to include talk in maths presentations.

Teaching Fractions with Understanding: Part-whole Concept

Stage: 1, 2 and 3

Written for teachers, this article describes four basic approaches children use in understanding fractions as equal parts of a whole.

Ten-frames Games

Stage: Early years and 1

These games use ten-frames to develop children's 'sense of ten'.

The Development of Spatial and Geometric Thinking: Co-ordinating Space in Drawings

Stage: 1

This second article in the series refers to research about levels of development of spatial thinking and the possible influence of instruction.

The Development of Spatial and Geometric Thinking: 5 to 18

Stage: 1, 2, 3 and 4

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.

The Development of Spatial and Geometric Thinking: the Importance of Instruction.

Stage: 1 and 2

This article looks at levels of geometric thinking and the types of activities required to develop this thinking.

The Value of Two

Stage: Early years and 1

Ruth Trundley outlines her doctoral research and concludes that development of an understanding of cardinality is a crucial element of counting that can be overlooked.

Thinking 3D

Stage: 2 and 3

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?

Thinking about Different Ways of Thinking

Stage: 1, 2, 3 and 4

This article, the first in a series, discusses mathematical-logical intelligence as described by Howard Gardner.

Thinking Through, and By, Visualising

Stage: 2, 3 and 4

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.

Two Heads Are Better Than One

Stage: 1, 2 and 3

An article that reminds us about the value and importance of communication in the mathematics classroom.

Understanding Fractions

Stage: 1 and 2

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.

Using Dice Games in the Classroom

Stage: Early years, 1 and 2

This article outlines some of the benefits of using dice games in the classroom, especially as a tool for formative assessment.

Using Games in the Classroom

Stage: 2, 3 and 4

Gillian Hatch analyses what goes on when mathematical games are used as a pedagogic device.

Using Low Threshold High Ceiling Tasks in Ordinary Classrooms

Stage: 1, 2, 3, 4 and 5

An article describing what LTHC tasks are, and why we think they're a good idea.

Using Low Threshold High Ceiling Tasks in Primary Classrooms

Stage: 1 and 2

An article describing what LTHC tasks are, and why we think they're a good idea.

Using NRICH Tasks to Develop Key Problem-solving Skills

Stage: 1 and 2

This article, written for primary teachers, discusses what we mean by 'problem-solving skills' and draws attention to NRICH tasks which can help develop specific skills.

Using Questioning to Stimulate Mathematical Thinking

Stage: 1, 2 and 3

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 mathematical thinking.

Using Questioning to Stimulate Mathematical Thinking: Addendum

Stage: 1, 2 and 3

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.

Using Rich Tasks for the First Time

Stage: 2, 3, 4 and 5

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 them.