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#### Resources tagged with Problem solving similar to Teachers Using NRICH 2:

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### There are 15 results

Broad Topics > Mathematics Education and Research > Problem solving

### 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

### 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. . . .

### 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.

### Jo Boaler Explains Complex Instruction

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

A video clip of Jo Boaler talking about Complex Instruction.

### 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.

### 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.

### 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.

### 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.

### 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. . . .

### 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.

### 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. . . .

### 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.