Primary Teacher Article Collection

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.

Truth Tables and Electronic Circuits

Stage: 2, 3 and 4

Investigate circuits and record your findings in this simple introduction to truth tables and logic.

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.

Using Rich Tasks in an Objective Led Culture

Stage: 2, 3 and 4

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 tension.

Weigh to Go

Stage: 1 and 2

This article for teachers recounts the history of measurement, encouraging it to be used as a spring board for cross-curricular activity.

Welcoming Your New Class

Stage: Early years, 1 and 2

What might your first lesson with a new class look like? In this article, Cherri Moseley makes some suggestions for primary teachers.

What Are Numbers?

Stage: 2, 3, 4 and 5

Ranging from kindergarten mathematics to the fringe of research this informal article paints the big picture of number in a non technical way suitable for primary teachers and older students.

What Did Turing Do for Us?

Stage: 2, 3, 4 and 5

Dr James Grime takes an Enigma machine in to schools. Here he describes how the code-breaking work of Turing and his contemporaries helped to win the war.

What Does it Say to You?

Stage: 1 and 2

Written for teachers, this article discusses mathematical representations and takes, in the second part of the article, examples of reception children's own representations.

What Is a Mathematically Rich Task?

Stage: 1, 2, 3, 4 and 5

Here we describe the essence of a 'rich' mathematical task