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#### Resources tagged with Pedagogy similar to Parents, Children and Maths:

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### There are 71 results

Broad Topics > Mathematics Education and Research > Pedagogy

### 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.

### 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.

### 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.

### 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.

### 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.

### 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".

### 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.

### A Problem Is a Problem for All That

##### Stage: 2, 3 and 4

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.

### Engaging Students, Developing Confidence, Promoting Independence

##### Stage: 1, 2, 3, 4 and 5

Ideas to support mathematics teachers who are committed to nurturing confident, resourceful and enthusiastic learners.

### 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.

### 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.

### Dominant Intelligences

##### Stage: 1, 2, 3 and 4

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.

### 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.

### 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.

### Blog It

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

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.

### 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

### 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

### 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

### 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.

### 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

### Haringey 2014-2015

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

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.

### 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.

### 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.

### 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.

### 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.

### 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.

### 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. . . .

### 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.

Bloom's taxonomy

### 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.

### 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.

### 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.

### 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.

### 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.

### Exploring 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. . . .

### 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.

### 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.

### 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.

### 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. . . .

### 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. . . .

### 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.

### 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.

### 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.

### 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. . . .

### 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.

### 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

### 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.

### Maths in the Victorian Classroom

##### Stage: 2 and 3

What was it like to learn maths at school in the Victorian period? We visited the British Schools Museum in Hitchin to find out.

### 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. . . .

### Generating Number Patterns: an Email Conversation

##### Stage: 2, 3 and 4

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.