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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.
Gillian Hatch analyses what goes on when mathematical games are used as a pedagogic device.
This article, the second in the series, looks at some different types of games and the sort of mathematical thinking they can develop.
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.
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.
Marion Bond investigates the skills needed in order for children to understand money.
What was it like to learn maths at school in the Victorian period? We visited the British Schools Museum in Hitchin to find out.
Being stuck is usually thought of as being a negative state of affairs. We want our pupils to succeed, not to struggle. Or do we? This article discusses why being stuck can be fruitful.
Avril Crack describes how she went about planning and setting up a Maths trail for pupils in Bedfordshire.
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. . . .
This article for teachers suggests teaching strategies and resources that can help to develop children's number sense.
This professional development activity encourages you to investigate what pupils are doing when they problem solving.
The aim of this professional development activity is to successfully integrate some rich tasks into your curriculum planning.
In this article for teachers, Bernard describes ways to challenge higher-attaining children at primary level.
In this article Liz Woodham reflects on just how much we really listen to learners’ own questions to determine the mathematical path of lessons.
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 article for teachers describes NRICH's work with Creative Partnerships and three Bristol primary schools.
In this article for teachers, Liz Woodham describes resources on NRICH that can help primary-aged children get to grips with negative numbers.
In this article for teachers, Liz Woodham describes conversations with Luke, aged 7, as they worked on some mathematics together.
This professional development activity encourages you to investigate how rich tasks and problem solving link together.
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 is designed to help you assess your embedding of rich tasks into the curriculum and, in particular, think about what to do next
This professional development activity looks at what teachers can do to support learners engaging with rich tasks
Clare Green looks at the role of the calculator in the teaching and learning of primary mathematics.
This article explores the links between maths, art and history, and suggests investigations that are enjoyable as well as challenging.
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 describes investigations that offer opportunities for children to think differently, and pose their own questions, about shapes.
This professional development activity encourages you to investigate what is meant by higher-order thinking skills.
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.
This professional development activity is designed to help you assess your embedding of rich tasks into the curriculum through peer observation
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".
BOOKING OPEN!! A FREE professional development day for NQTs.
Some questions and prompts to encourage discussion about what experiences you want to give your pupils to help them reach their full potential in mathematics.
An article that reminds us about the value and importance of communication in the mathematics classroom.
Written for teachers, this article describes four basic approaches children use in understanding fractions as equal parts of a whole.
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. . . .
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. . . .
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.
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.
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. . . .
What are rich tasks and contexts and why do they matter?
Bloom's taxonomy
An article for teachers based on a lecture and workshop activities at the NZAMT conference in New Zealand 2007
This article for primary teachers suggests ways in which to help children become better at working systematically.
Jennifer Piggott and Charlie Gilderdale describe a free interactive circular geoboard environment that can lead learners to pose mathematical questions.
In this article for teachers, Bernard gives an example of taking an initial activity and getting questions going that lead to other explorations.
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. . . .
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.
Presentation given at the MEI conference in Reading 2005