This article for teachers suggests activities based on pegboards, from pattern generation to finding all possible triangles, for example.
This article for primary teachers suggests ways in which to help children become better at working systematically.
Suggestions for teachers about exploring maths in different
contexts: art, history and so on
This article for teachers explains why geoboards are such an invaluable resource and introduces several tasks which make use of them.
In this article for teachers, Bernard gives an example of taking an
initial activity and getting questions going that lead to other
Gillian Hatch analyses what goes on when mathematical games are
used as a pedagogic device.
Marion Bond investigates the skills needed in order for children to
This article supplies teachers with information that may be useful in better understanding the nature of games and their role in teaching and learning mathematics.
Not all of us a bursting with creative game ideas, but there are
several ways to go about creating a game that will assist even the
busiest and most reluctant game designer.
This article, the second in the series, looks at some different types of games and the sort of mathematical thinking they can develop.
In this article for teachers, Liz Woodham describes resources on
NRICH that can help primary-aged children get to grips with
Once a basic number sense has developed for numbers up to ten, a
strong 'sense of ten' needs to be developed as a foundation for
both place value and mental calculations.
In this article for teachers, Liz Woodham describes the criteria she uses to choose mathematical games for the classroom and shares some examples from NRICH.
Clare Green looks at the role of the calculator in the teaching and learning of primary mathematics.
This article explores the links between maths, art and history, and
suggests investigations that are enjoyable as well as challenging.
This article for teachers outlines one school's research project to explore how children, girls in particular, could be motivated in Maths through a more practical approach.
This is the first article in a series which aim to provide some insight into the way spatial thinking develops in children, and draw on a range of reported research. The focus of this article is the. . . .
While musing about the difficulties children face in comprehending number structure, notation, etc., it occured to the author that there is a vast array of occasions when numbers and signs are used. . . .
This article describes investigations that offer opportunities for children to think differently, and pose their own questions, about shapes.
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.
The teachers involved in the Engaging Mathematics Projectwanted to
embed rich tasks from the NRICH website into their curriculum for
all KS3 and KS4 students. In this article, the teachers share. . . .
In this article Jenny talks about Assessing Pupils' Progress and
the use of NRICH problems.
This fascinating article delves into the world of talk in the
classroom and explains how an understanding of talking can really
improve the learning of mathematics.
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.
Ideas to support mathematics teachers who are committed to nurturing confident, resourceful and enthusiastic learners.
In this article for teachers, Liz Woodham describes conversations
with Luke, aged 7, as they worked on some mathematics together.
Members of the NRICH team are beginning to write blogs and this very short article is designed to put the reasoning behind this move in context.
As teachers, we appreciate the need to have clear objectives at the
start of lessons but have been aware of the limitations this
sometimes seems to place on our ability to get the most out of
using. . . .
Two video clips of classes organised into groups to work on
In this article for teachers, Lynne explains the difference between 'rich tasks' and 'low threshold high ceiling' tasks, using examples from the website.
In this article for teachers, Jenni Back offers research-based guidance about the use of manipulatives in the classroom.
Is problem solving at the heart of your curriculum? In this article for teachers, Lynne explains why it should be.
This article, written for primary teachers, links to rich tasks which will help develop the underlying concepts associated with fractions and offers some suggestions for models and images that help. . . .
Find out about the five-term project (January 2014 to July 2015) which NRICH is leading in conjunction with Haringey Council, funded by London Schools Excellence Fund.
This article for teachers describes NRICH's work with Creative Partnerships and three Bristol primary schools.
Liz Woodham describes a project with four primary/first schools in the East of England, focusing on rich mathematical tasks and funded by the NCETM.
An article that reminds us about the value and importance of communication in the mathematics classroom.
Alf and Tracy explain how the Kingsfield School maths department use common tasks to encourage all students to think mathematically about key areas in the curriculum.
In this article for teachers, Bernard describes ways to challenge higher-attaining children at primary level.
In this article, Alan Parr shares his experiences of the motivating effect sport can have on the learning of mathematics.
In this article Liz Woodham reflects on just how much we really listen to learners’ own questions to determine the mathematical path of lessons.
Group work depends on effective team work. This article describes
attributes of effective team work and links to "Team Building"
problems that can be used to develop learners' team working skills.
The content of this article is largely drawn from an Australian
publication by Peter Gould that has been a source of many
successful mathematics lessons for both children and
student-teachers. It. . . .
This is activity 1.1 in the series of activities designed to
support professional development through integrating rich tasks.
This activity looks specifically at what makes an activity "rich".
An article for teachers based on a lecture and workshop activities at the NZAMT conference in New Zealand 2007
This professional development activity encourages you to
investigate what is meant by higher-order thinking skills.
These two tasks are designed to support professional development on
integrating rich tasks. You are asked to think about what problems
that encourage Higher Order Thinking Skills look like.
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
This article discusses the findings of the 1995 TIMMS study how to
use this information to close the performance gap that exists
Following on from a workshop at an MA Easter conference, Jennifer
and Jenni talked about the way in which the website is made more
accessible to teachers who want to plan threads of. . . .