# Primary Teacher Article Collection

### 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.

### 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.

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

##### Stage: 2

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

### 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.