In this article for primary teachers, we suggest ways in which children's solutions on the NRICH site can be used as a teaching resource in their own right.
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 mathematical thinking.
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 them.
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.
This article for teachers recounts the history of measurement, encouraging it to be used as a spring board for cross-curricular activity.
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 brief article, written for upper primary students and their teachers, explains what the Young Mathematicians' Award is and links to all the related resources on NRICH.
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.
Becoming a mathematical problem solver really is the point of doing mathematics, so this article offers ideas and strategies to ensure that every lesson can be a problem solving lesson.
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?