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Presentation given at the MEI conference in Reading 2005
What are rich tasks and contexts and why do they matter?
This professional development activity encourages you to investigate what pupils are doing when they problem solving.
Creativity in the mathematics classroom is not just about what pupils do but also what we do as teachers. If we are thinking creatively about the mathematical experiences we offer our pupils we can. . . .
This article for teachers describes NRICH's work with Creative Partnerships and three Bristol primary schools.
This professional development activity is designed to help you assess your embedding of rich tasks into the curriculum and, in particular, think about what to do next
In this article for teachers, Bernard gives some background about the theme for November 2011's primary activities, which focus on analysing different approaches.
In this article for teachers, Bernard describes ways to challenge higher-attaining children at primary level.
This is the second part of an article describing the ‘Enriching Mathematics’ project in Devon. The participating teachers describe NRICH activities they have tried with their learners.
This professional development activity is designed to help you assess your embedding of rich tasks into the curriculum through evaluating a theme
In this article for teachers, Liz Woodham describes resources on NRICH that can help primary-aged children get to grips with negative numbers.
In this article for teachers, Liz Woodham describes conversations with Luke, aged 7, as they worked on some mathematics together.
This professional development activity looks at what teachers can do to support learners engaging with rich tasks
It began in Devon in 2008. The Maths Team was keen to raise the profile of mathematics investigations and further promote mathematical thinking and problem solving in primary classes. Liz was invited. . . .
This professional development activity encourages you to investigate what is meant by higher-order thinking skills.
This article for teachers suggests a range of activities to help children get better at working in groups.
This professional development activity encourages you to investigate how rich tasks and problem solving link together.
The aim of this professional development activity is to successfully integrate some rich tasks into your curriculum planning.
Being stuck is usually thought of as being a negative state of affairs. We want our pupils to succeed, not to struggle. Or do we? This article discusses why being stuck can be fruitful.
A video clip of Jo Boaler talking about Complex Instruction.
Jenny Piggott reflects on the event held to mark her retirement from the directorship of NRICH, but also on problem solving itself.
An article describing what LTHC tasks are, and why we think they're a good idea.
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.
Many NRICH tasks have been designed with group work in mind. Read about Jo Boaler's research on the benefits of collaborative work and watch a clip of a teacher working in this way.
This article is based on some of the ideas that emerged during the production of a book which takes visualising as its focus. We began to identify problems which helped us to take a structured view. . . .
Two video clips of classes organised into groups to work on Counting Cogs.
In this article, the NRICH team describe the process of selecting solutions for publication on the site.
Basic strategy games are particularly suitable as starting points for investigations. Players instinctively try to discover a winning strategy, and usually the best way to do this is to analyse. . . .
This article stems from research on the teaching of proof and offers guidance on how to move learners from focussing on experimental arguments to mathematical arguments and deductive reasoning.
In this article for teachers, Elizabeth Carruthers and Maulfry Worthington explore the differences between 'recording mathematics' and 'representing mathematical thinking'.
The NRICH team are always looking for new ways to engage teachers and pupils in problem solving. Here we explain the thinking behind maths trails.
Bernard Bagnall looks at what 'problem solving' might really mean in the context of primary classrooms.