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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.
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.
This article, the second in the series, looks at some different types of games and the sort of mathematical thinking they can develop.
Gillian Hatch analyses what goes on when mathematical games are used as a pedagogic device.
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.
Marion Bond investigates the skills needed in order for children to understand money.
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 professional development activity encourages you to investigate what pupils are doing when they problem solving.
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.
What was it like to learn maths at school in the Victorian period? We visited the British Schools Museum in Hitchin to find out.
Avril Crack describes how she went about planning and setting up a Maths trail for pupils in Bedfordshire.
This article for teachers suggests teaching strategies and resources that can help to develop children's number sense.
This professional development activity looks at what teachers can do to support learners engaging with rich tasks
This professional development activity encourages you to investigate how rich tasks and problem solving link together.
In this article Liz Woodham reflects on just how much we really listen to learners’ own questions to determine the mathematical path of lessons.
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.
This article for teachers describes NRICH's work with Creative Partnerships and three Bristol primary schools.
This article for primary teachers suggests ways in which to help children become better at working systematically.
In this article for teachers, Bernard describes ways to challenge higher-attaining children at primary level.
In this article for teachers, Liz Woodham describes resources on NRICH that can help primary-aged children get to grips with negative numbers.
This professional development activity is designed to help you assess your embedding of rich tasks into the curriculum through evaluating a theme
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
In this article for teachers, Liz Woodham describes conversations with Luke, aged 7, as they worked on some mathematics together.
The aim of this professional development activity is to successfully integrate some rich tasks into your curriculum planning.
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 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".
This article describes no ordinary maths lesson. There were 24 children, mostly Years 3 and 4, and there were 17 adults working with them - mothers, fathers, one grandmother and two grandfathers, a. . . .
This article describes investigations that offer opportunities for children to think differently, and pose their own questions, about shapes.
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. . . .
This professional development activity encourages you to investigate what is meant by higher-order thinking skills.
This professional development activity is designed to help you assess your embedding of rich tasks into the curriculum through peer observation
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.
Written for teachers, this article describes four basic approaches children use in understanding fractions as equal parts of a whole.
In this article Jenny talks about Assessing Pupils' Progress and the use of NRICH problems.
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.
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. . . .
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. . . .
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.
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.
Some questions and prompts to encourage discussion about what experiences you want to give your pupils to help them reach their full potential in mathematics.
Jennifer Piggott and Charlie Gilderdale describe a free interactive circular geoboard environment that can lead learners to pose mathematical questions.
BOOKING OPEN!! A FREE professional development day for NQTs.
Two video clips of classes organised into groups to work on Counting Cogs.
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.
This article for teachers describes the exchanges on an email talk list about ideas for an investigation which has the sum of the squares as its solution.
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.
Ideas to support mathematics teachers who are committed to nurturing confident, resourceful and enthusiastic learners.
Providing opportunities for children to participate in group narrative in our classrooms is vital. Their contrasting views lead to a high level of revision and improvement, and through this process. . . .
An article for teachers based on a lecture and workshop activities at the NZAMT conference in New Zealand 2007