Kirsti Ashworth, an NRICH Teacher Fellow, talks about her
experiences of using rich tasks.
What are rich tasks and contexts and why do they matter?
Presentation given at the MEI conference in Reading 2005
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 video clips of classes organised into groups to work on
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.
Here are examples of how two schools set about the task of ensuring
that problem solving was an integral part of their curriculum.
An article describing what LTHC tasks are, and why we think they're a good idea.
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. . . .
Need some help getting started with solving and thinking about rich
tasks? Read on for some friendly advice.
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.
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
The NRICH team are always looking for new ways to engage teachers
and pupils in problem solving. Here we explain the thinking behind