This article takes a closer look at some of the toys and games that
can enhance a child's mathematical learning.
Suggestions for teachers about exploring maths in different
contexts: art, history and so on
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.
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.
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 for teachers explains why geoboards are such an invaluable resource and introduces several tasks which make use of them.
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
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.
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. . . .
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.
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 encourages you to
investigate how rich tasks and problem solving link together.
The aim of this professional development activity is to
successfully integrate some rich tasks into your curriculum
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
An article that reminds us about the value and importance of communication in the mathematics classroom.
Ideas to support mathematics teachers who are committed to nurturing confident, resourceful and enthusiastic learners.
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 for teachers, Liz Woodham describes conversations
with Luke, aged 7, as they worked on some mathematics together.
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.
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.
In this article for teachers, Jenni Back offers research-based guidance about the use of manipulatives in the classroom.
This article for teachers describes NRICH's work with Creative Partnerships and three Bristol primary schools.
In this article for teachers, Lynne explains the difference between 'rich tasks' and 'low threshold high ceiling' tasks, using examples from the website.
Is problem solving at the heart of your curriculum? In this article for teachers, Lynne explains why it should be.
Find out about the five-term project (January 2014 to July 2015) which NRICH is leading in conjunction with Haringey Council.
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. . . .
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.
In this article Liz Woodham reflects on just how much we really listen to learners’ own questions to determine the mathematical path of lessons.
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 professional development activity looks at what teachers can
do to support learners engaging with rich tasks
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.
Two video clips of classes organised into groups to work on
A video clip of Jo Boaler talking about Complex Instruction.
In this article, Alan Parr shares his experiences of the motivating effect sport can have on the learning of mathematics.
In this article for teachers, Bernard describes ways to challenge higher-attaining children at primary level.
In this article Jenny talks about Assessing Pupils' Progress and
the use of NRICH problems.
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 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. . . .
What are rich tasks and contexts and why do they matter?
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. . . .
This article describes investigations that offer opportunities for children to think differently, and pose their own questions, about shapes.
Gillian Hatch analyses what goes on when mathematical games are
used as a pedagogic device.
An article for teachers based on a lecture and workshop activities at the NZAMT conference in New Zealand 2007
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 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.
This article discusses the findings of the 1995 TIMMS study how to
use this information to close the performance gap that exists
Jennifer Piggott and Charlie Gilderdale describe a free interactive
circular geoboard environment that can lead learners to pose