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.
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
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.
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
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
This article for teachers recounts the history of measurement,
encouraging it to be used as a spring board for cross-curricular
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?
An article for teachers and pupils that encourages you to look at the mathematical properties of similar games.
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.