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Resources tagged with Problem solving similar to Seven Core Tips for Effective Studying:

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Broad Topics > Mathematics Education and Research > Problem solving

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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.

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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.

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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.

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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.

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Two Classes Working on Counting Cogs

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

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

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Jo Boaler Explains Complex Instruction

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

A video clip of Jo Boaler talking about Complex Instruction.

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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.

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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. . . .

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Teachers Using NRICH 2

Stage: 3 and 4

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

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MEI 2005

Stage: 1, 2, 3, 4 and 5

Presentation given at the MEI conference in Reading 2005

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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. . . .

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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.

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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.

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Advanced Scientific Mathematics

Stage: 5 Challenge Level: Challenge Level:1

This is the section of stemNRICH devoted to the advanced applied mathematics underlying the study of the sciences at higher levels