This article for teachers discusses examples of problems in which there is no obvious method but in which children can be encouraged to think deeply about the context and extend their ability to. . . .

Think about the mathematics of round robin scheduling.

I start my journey in Rio de Janeiro and visit all the cities as Hamilton described, passing through Canberra before Madrid, and then returning to Rio. What route could I have taken?

Without taking your pencil off the paper or going over a line or passing through one of the points twice, can you follow each of the networks?

This drawing shows the train track joining the Train Yard to all the stations labelled from A to S. Find a way for a train to call at all the stations and return to the Train Yard.

Investigate the number of paths you can take from one vertex to another in these 3D shapes. Is it possible to take an odd number and an even number of paths to the same vertex?

This article looks at the importance in mathematics of representing places and spaces mathematics. Many famous mathematicians have spent time working on problems that involve moving and mapping. . . .

You can trace over all of the diagonals of a pentagon without lifting your pencil and without going over any more than once. Can the same thing be done with a hexagon or with a heptagon?

A little mouse called Delia lives in a hole in the bottom of a tree.....How many days will it be before Delia has to take the same route again?

This article invites you to get familiar with a strategic game called "sprouts". The game is simple enough for younger children to understand, and has also provided experienced mathematicians with. . . .