Filter by: Content type: ALL Problems Articles Games Stage: All Stage 1&2 Stage 2&3 Stage 3&4 Stage 4&5 Challenge level:
This article discusses the findings of the 1995 TIMMS study how to use this information to close the performance gap that exists between nations.
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.
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.
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.
The second in a series, this article looks at the possible opportunities for children who operate from different intelligences to be involved in "typical" maths problems.
Ideas to support mathematics teachers who are committed to nurturing confident, resourceful and enthusiastic learners.
A video clip of Jo Boaler talking about Complex Instruction.
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. . . .
An article that reminds us about the value and importance of communication in the mathematics classroom.
Two video clips of classes organised into groups to work on Counting Cogs.
In this article Jenny talks about Assessing Pupils' Progress and the use of NRICH problems.
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. . . .
Presentation given at the MEI conference in Reading 2005
Avril Crack describes how she went about planning and setting up a Maths trail for pupils in Bedfordshire.
The aim of this professional development activity is to successfully integrate some rich tasks into your curriculum planning.
This professional development activity encourages you to investigate how rich tasks and problem solving link together.
This professional development activity looks at what teachers can do to support learners engaging with rich tasks
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 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. . . .
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.
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.
Bloom's taxonomy
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. . . .
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 professional development activity is designed to help you assess your embedding of rich tasks into the curriculum through peer observation
What are rich tasks and contexts and why do they matter?
Jennifer Piggott and Charlie Gilderdale describe a free interactive circular geoboard environment that can lead learners to pose mathematical questions.
This professional development activity is designed to help you assess your embedding of rich tasks into the curriculum through evaluating a theme
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. . . .
This professional development activity encourages you to investigate what is meant by higher-order thinking skills.
An article for teachers based on a lecture and workshop activities at the NZAMT conference in New Zealand 2007
In this article for teachers, Bernard describes ways to challenge higher-attaining children at primary level.
This article for teachers describes NRICH's work with Creative Partnerships and three Bristol primary schools.
In this article Liz Woodham reflects on just how much we really listen to learners’ own questions to determine the mathematical path of lessons.
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.
In this article for teachers, Liz Woodham describes resources on NRICH that can help primary-aged children get to grips with negative numbers.
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.
BOOKING OPEN!! A FREE professional development day for NQTs.
In this article, Alan Parr shares his experiences of the motivating effect sport can have on the learning of mathematics.
Clare Green looks at the role of the calculator in the teaching and learning of primary mathematics.
This professional development activity encourages you to investigate what pupils are doing when they problem solving.
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. . . .
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 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 takes a closer look at some of the toys and games that can enhance a child's mathematical learning.
This article describes investigations that offer opportunities for children to think differently, and pose their own questions, about shapes.
This article explores the links between maths, art and history, and suggests investigations that are enjoyable as well as challenging.