What might your first lesson with a new class look like? In this article, Cherri Moseley makes some suggestions for primary teachers.
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.
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.
Written for teachers, this article discusses mathematical
representations and takes, in the second part of the article,
examples of reception children's own representations.
Here we describe the essence of a 'rich' mathematical task
This short article critiques the 'What to Expect, When' guidance, written for parents who want to find out more about their child's learning and development in the first five years.
This fascinating article delves into the world of talk in the
classroom and explains how an understanding of talking can really
improve the learning of mathematics.
This article describes investigations that offer opportunities for children to think differently, and pose their own questions, about shapes.
In this article for teachers, Lynne explains the difference between 'rich tasks' and 'low threshold high ceiling' tasks, using examples from the website.
How do this month's tasks help to 'educate awareness'?
Most primary teachers are not maths specialists. Do letters seem
threatening when they are not in words? How can we minimise what
seems to be the difference between primary and secondary approaches
to the beginning of algebra?
Some questions and prompts to encourage discussion about what experiences you want to give your pupils to help them reach their full potential in mathematics.
This article for teachers suggests ways in which dinosaurs can be a
great context for discussing measurement.
In this article for teachers, Bernard describes ways to challenge higher-attaining children at primary level.
In this article for teachers, Liz Woodham describes conversations
with Luke, aged 7, as they worked on some mathematics together.