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.
These games use ten-frames to develop children's 'sense of ten'.
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.
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.
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.
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.
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.
This article for primary teachers uses National Young Mathematicians' Award tasks as contexts in which to develop learners' problem-solving and group-working skills.
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.