All types of mathematical problems serve a useful purpose in
mathematics teaching, but different types of problem will achieve
different learning objectives. In generalmore open-ended problems
have greater potential.
What are rich tasks and contexts and why do they matter?
Here we describe the essence of a 'rich' mathematical task
This collection of articles, written by teachers, focus on their experiences of embedding NRICH materials into their everyday practice.
In this article, Jennifer Piggott talks about just a few of the problems with problems that make them such a rich source of mathematics and approaches to learning mathematics.
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
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
Alf and Tracy explain how the Kingsfield School maths department use common tasks to encourage all students to think mathematically about key areas in the curriculum.
In this article, read about the thinking behind the September 2010 secondary problems and why we hope they will be an excellent selection for a new academic year.
This article explores what LTHC tasks are and why they are a firm favourite here at NRICH. We recommend that you start by reading the article to understand what makes a task LTHC and then delve into some of the activities we have selected.