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Resources tagged with Pedagogy similar to Learning Mathematics Through Games Series: 4. from Strategy Games:

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Generalising. Working systematically. Interactivities. Maths Supporting SET. Games. Mathematical modelling. Visualising. Pedagogy. Problem solving. Real world.

There are 74 results

Broad Topics > Mathematics Education and Research > Pedagogy

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Learning Mathematics Through Games Series: 2.types of Games

Stage: 1, 2 and 3

This article, the second in the series, looks at some different types of games and the sort of mathematical thinking they can develop.

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Learning Mathematics Through Games Series: 1. Why Games?

Stage: 1, 2 and 3

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.

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Going for Games

Stage: 1 and 2

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.

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Using Games in the Classroom

Stage: 2, 3 and 4

Gillian Hatch analyses what goes on when mathematical games are used as a pedagogic device.

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Learning Mathematics Through Games: 3. Creating Your Own Games

Stage: 1

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.

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Two Heads Are Better Than One

Stage: 1, 2 and 3

An article that reminds us about the value and importance of communication in the mathematics classroom.

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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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Money Problems?

Stage: 1

Marion Bond investigates the skills needed in order for children to understand money.

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Using Rich Tasks in an Objective Led Culture

Stage: 2, 3 and 4

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. . . .

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Encouraging Primary Children to Work Systematically

Stage: Early years, 1 and 2

This article for primary teachers suggests ways in which to help children become better at working systematically.

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Take a ... Geoboard

Stage: 1 and 2

This article for teachers explains why geoboards are such an invaluable resource and introduces several tasks which make use of them.

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Performing Beyond Expectations - Using Sport to Motivate Students in Mathematics Lessons

Stage: 2, 3 and 4

In this article, Alan Parr shares his experiences of the motivating effect sport can have on the learning of mathematics.

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Rocking Chairs, Railway Games and Rayboxes

Stage: 1, 2, 3, 4 and 5

In this article for teachers, Alan Parr looks at ways that mathematics teaching and learning can start from the useful and interesting things can we do with the subject, including. . . .

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Assessing Pupil Progress (APP) and NRICH Resources

Stage: 1, 2, 3, 4 and 5

In this article Jenny talks about Assessing Pupils' Progress and the use of NRICH problems.

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Using Rich Tasks for the First Time

Stage: 2, 3, 4 and 5

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. . . .

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Co-operative Problem Solving: Pieces of the Puzzle Approach

Stage: 1, 2, 3 and 4

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. . . .

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Enriching Patterns

Stage: 1, 2, 3 and 4

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. . . .

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The Development of Spatial and Geometric Thinking: 5 to 18

Stage: 1, 2, 3 and 4

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. . . .

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Crossing Bridges

Stage: 1, 2, 3, 4 and 5

An article for teachers based on a lecture and workshop activities at the NZAMT conference in New Zealand 2007

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Manipulatives in the Primary Classroom

Stage: 1 and 2

In this article for teachers, Jenni Back offers research-based guidance about the use of manipulatives in the classroom.

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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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A Maths Afternoon

Stage: 1 and 2

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. . . .

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Integrating Rich Tasks - Activity 3

Stage: 1 and 2

The aim of this professional development activity is to successfully integrate some rich tasks into your curriculum planning.

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Integrating Rich Tasks - Activity 1.4

Stage: 1 and 2

This professional development activity encourages you to investigate how rich tasks and problem solving link together.

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Integrating Rich Tasks - Activity 4.2

Stage: 1 and 2

This professional development activity is designed to help you assess your embedding of rich tasks into the curriculum through evaluating a theme

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Integrating Rich Tasks - Activity 4.3

Stage: 1 and 2

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

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Working with Luke

Stage: 1 and 2

In this article for teachers, Liz Woodham describes conversations with Luke, aged 7, as they worked on some mathematics together.

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Positive about Negative Numbers

Stage: 1 and 2

In this article for teachers, Liz Woodham describes resources on NRICH that can help primary-aged children get to grips with negative numbers.

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Placing Our Trust in Learners

Stage: 1, 2 and 3

In this article Liz Woodham reflects on just how much we really listen to learners’ own questions to determine the mathematical path of lessons.

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Working with Highly Able Mathematicians

Stage: 1 and 2

In this article for teachers, Bernard describes ways to challenge higher-attaining children at primary level.

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Teaching Fractions with Understanding: Part-whole Concept

Stage: 1, 2 and 3

Written for teachers, this article describes four basic approaches children use in understanding fractions as equal parts of a whole.

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Outside the Box

Stage: 2 and 3

This article explores the links between maths, art and history, and suggests investigations that are enjoyable as well as challenging.

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Creative Approaches to Mathematics Across the Curriculum

Stage: 1

Suggestions for teachers about exploring maths in different contexts: art, history and so on

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Integrating Rich Tasks - Activity 2.1

Stage: 1 and 2

This professional development activity looks at what teachers can do to support learners engaging with rich tasks

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Rich Mathematical Tasks

Stage: 1 and 2

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.

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Integrating Rich Tasks - Activity 4.1

Stage: 1 and 2

This professional development activity is designed to help you assess your embedding of rich tasks into the curriculum through peer observation

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Maths and Creativity in Bristol

Stage: 1 and 2

This article for teachers describes NRICH's work with Creative Partnerships and three Bristol primary schools.

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Closing the Learning and Teaching Gap

Stage: 1, 2, 3 and 4

This article discusses the findings of the 1995 TIMMS study how to use this information to close the performance gap that exists between nations.

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Numbers and Notation - Ambiguities and Confusions

Stage: 1

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. . . .

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Number Sense Series: A Sense of 'ten' and Place Value

Stage: 1

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.

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Number Sense Series: Developing Early Number Sense

Stage: 1

This article for teachers suggests teaching strategies and resources that can help to develop children's number sense.

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What's Inside/outside/under the Box?

Stage: 2 and 3

This article describes investigations that offer opportunities for children to think differently, and pose their own questions, about shapes.

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Haringey 2014-2015

Stage: 1 and 2 Challenge Level: Challenge Level:1

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.

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Integrating Rich Tasks - Activity 1.1

Stage: 1 and 2

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".

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Integrating Rich Tasks - Activity 1.3

Stage: 1 and 2

This professional development activity encourages you to investigate what is meant by higher-order thinking skills.

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Integrating Rich Tasks - Activity 1.2

Stage: 1 and 2

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.

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Peg and Pin Boards

Stage: 1 and 2

This article for teachers suggests activities based on pegboards, from pattern generation to finding all possible triangles, for example.

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Interacting with the Geometry of the Circle

Stage: 1, 2, 3 and 4

Jennifer Piggott and Charlie Gilderdale describe a free interactive circular geoboard environment that can lead learners to pose mathematical questions.

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What's the Difference Between Rich Tasks and Low Threshold High Ceiling Ones?

Stage: Early years, 1 and 2

In this article for teachers, Lynne explains the difference between 'rich tasks' and 'low threshold high ceiling' tasks, using examples from the website.

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Stacks of Maths!

Stage: 1, 2 and 3

In this article for teachers, Bernard gives an example of taking an initial activity and getting questions going that lead to other explorations.