Primary Teacher Article Collection

Take Some ... Cubes

Stage: 1 and 2

In this article we outline how cubes can support children in working mathematically and draw attention to tasks which exemplify this.

Talking about Maths - 1

Stage: 2, 3, 4 and 5

The first of two articles for teachers explaining how to include talk in maths presentations.

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 Problem-solving Classroom

Stage: 1 and 2

This article for teachers outlines issues to consider when developing an environment in which problem solving can thrive and links to a range of related NRICH tasks.

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.

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

Stage: 1 and 2

This article explores what LTHC tasks are and why they are a firm favourite here at NRICH. We recommend that you start by reading the article to understand what makes a task LTHC and then delve into some of the activities we have selected.

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 National Young Mathematicians' Award Tasks to Develop Problem-solving and Group-working Skills

Stage: 2

This article for primary teachers uses National Young Mathematicians' Award tasks as contexts in which to develop learners' problem-solving and group-working skills.

Using NRICH Solutions as a Resource

Stage: 1 and 2

In this article for primary teachers, we suggest ways in which children's solutions on the NRICH site can be used as a teaching resource in their own right.