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Resources tagged with Pedagogy similar to Path of Discovery Series 3: I Do and I Understand:

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Broad Topics > Mathematics Education and Research > Pedagogy

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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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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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Money Problems?

Stage: 1

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

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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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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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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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Meaningful Maths Trails

Stage: 1 and 2

Avril Crack describes how she went about planning and setting up a Maths trail for pupils in Bedfordshire.

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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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Calculating the Difference: A Discussion of the Use of Calculators in the English Primary Classroom.

Stage: 1 and 2

Clare Green looks at the role of the calculator in the teaching and learning of primary mathematics.

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Integrating Rich Tasks - Activity 1.5

Stage: 1 and 2

This professional development activity encourages you to investigate what pupils are doing when they problem solving.

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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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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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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 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 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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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 1.2

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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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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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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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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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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Path of Discovery Series: 2. First Steps

Stage: 1

This article takes a closer look at some of the toys and games that can enhance a child's mathematical learning.

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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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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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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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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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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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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 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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Problem Solving and the New Curriculum

Stage: 1 and 2

Is problem solving at the heart of your curriculum? In this article for teachers, Lynne explains why it should be.

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Understanding Fractions

Stage: 1 and 2

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. . . .

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What's All the Talking About?

Stage: 1, 2, 3 and 4

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.

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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.

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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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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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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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Kingsfield School - Building on Rich Starting Points

Stage: 1, 2, 3, 4 and 5

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.

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Jo Boaler Explains Complex Instruction

Stage: 1, 2, 3, 4 and 5 Challenge Level: Challenge Level:1

A video clip of Jo Boaler talking about Complex Instruction.

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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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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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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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Two Classes Working on Counting Cogs

Stage: 1, 2, 3, 4 and 5 Challenge Level: Challenge Level:1

Two video clips of classes organised into groups to work on Counting Cogs.

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Holywell Primary School and NRICH Action Research Project

Stage: 1 and 2

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.

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Blog It

Stage: 1, 2, 3, 4 and 5 Challenge Level: Challenge Level:1

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.

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Developing Good Team-working Skills

Stage: 1, 2, 3, 4 and 5

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.

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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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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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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. . . .