Primary Teacher Article Collection

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 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

What to Expect, When? Parents' Guide 2015

Stage: Early years

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.

What's All the Talking About?

Stage: 1, 2, 3 and 4

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.

What's Inside/outside/under the Box?

Stage: 2 and 3

This article describes investigations that offer opportunities for children to think differently, and pose their own questions, about shapes.

What's the Difference Between Rich Tasks and Low Threshold High Ceiling Ones?

Stage: Early years, 1 and 2

In this article for teachers, Lynne explains the difference between 'rich tasks' and 'low threshold high ceiling' tasks, using examples from the website.

What's to Notice?

Stage: 1, 2, 3, 4 and 5

How do this month's tasks help to 'educate awareness'?

When Letters Are Numbers

Stage: 1, 2 and 3

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?

Winning Lines

Stage: 2, 3 and 4

An article for teachers and pupils that encourages you to look at the mathematical properties of similar games.

Working Effectively with All Learners

Stage: 1, 2, 3, 4 and 5

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.