# Search by Topic

#### Resources tagged with Problem solving similar to Getting Started with Solving Rich Tasks:

Filter by: Content type:
Stage:
Challenge level:

### There are 17 results

Broad Topics > Mathematics Education and Research > Problem solving

### Getting Started with Solving Rich Tasks

##### Stage: 3, 4 and 5

Need some help getting started with solving and thinking about rich tasks? Read on for some friendly advice.

### Using Low Threshold High Ceiling Tasks in Ordinary Classrooms

##### Stage: 1, 2, 3, 4 and 5

An article describing what LTHC tasks are, and why we think they're a good idea.

### Enriching Networks, Inspiring Teachers

##### Stage: 3 and 4

Here are examples of how two schools set about the task of ensuring that problem solving was an integral part of their curriculum.

### On Problems and Problem Solving - Looking Backward and Forward

##### Stage: 1, 2, 3, 4 and 5

Jenny Piggott reflects on the event held to mark her retirement from the directorship of NRICH, but also on problem solving itself.

### Complex Instruction - Raising Achievement Through Group Worthy Tasks

##### Stage: 2, 3, 4 and 5 Challenge Level:

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.

### A Problem Is a Problem for All That

##### Stage: 2, 3 and 4

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.

### Jo Boaler Explains Complex Instruction

##### Stage: 1, 2, 3, 4 and 5 Challenge Level:

A video clip of Jo Boaler talking about Complex Instruction.

### Two Classes Working on Counting Cogs

##### Stage: 1, 2, 3, 4 and 5 Challenge Level:

Two video clips of classes organised into groups to work on Counting Cogs.

### Cultivating Creativity

##### Stage: 1, 2, 3, 4 and 5

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. . . .

### Rich Tasks and Contexts

##### Stage: 1, 2, 3, 4 and 5

What are rich tasks and contexts and why do they matter?

### Teachers Using NRICH 2

##### Stage: 3 and 4

Kirsti Ashworth, an NRICH Teacher Fellow, talks about her experiences of using rich tasks.

### MEI 2005

##### Stage: 1, 2, 3, 4 and 5

Presentation given at the MEI conference in Reading 2005

### I've Submitted a Solution - What Next?

##### Stage: 1, 2, 3, 4 and 5

In this article, the NRICH team describe the process of selecting solutions for publication on the site.

### Thinking Through, and By, Visualising

##### Stage: 2, 3 and 4

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. . . .

### Breaking the Equation ' Empirical Argument = Proof '

##### Stage: 2, 3, 4 and 5

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.

### Maths Trails

##### Stage: 2 and 3

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.

### Learning Mathematics Through Games Series: 4. from Strategy Games

##### Stage: 1, 2 and 3

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. . . .