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Resources tagged with Pedagogy similar to Positive about Negative Numbers:

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Broad Topics > Mathematics Education and Research > Pedagogy

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.

Money Problems?

Stage: 1

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

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.

Stacks of Maths!

Stage: 1, 2 and 3

In this article for teachers, Bernard gives an example of taking an initial activity and getting questions going that lead to other explorations.

A Japanese Mathematics Lesson

Stage: 1, 2 and 3

Jenni Way describes her visit to a Japanese mathematics classroom.

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.

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.

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.

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. . . .

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.

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

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.

I'm Stuck!

Stage: 1 and 2

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.

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.

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 3

Stage: 1 and 2

The aim of this professional development activity is to successfully integrate some rich tasks into your curriculum planning.

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.

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.

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.

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. . . .

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.

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. . . .

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.

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.

Working Effectively with All Learners

Stage: 1, 2, 3, 4 and 5

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.

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.

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 1.1

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".

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.

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.

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.

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.

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. . . .

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.

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. . . .

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.

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.

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

Outside the Box

Stage: 2 and 3

This article explores the links between maths, art and history, and suggests investigations that are enjoyable as well as challenging.

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. . . .

Teaching Fractions with Understanding: Part-whole Concept

Stage: 1, 2 and 3

Written for teachers, this article describes four basic approaches children use in understanding fractions as equal parts of a whole.

Creative Approaches to Mathematics Across the Curriculum

Stage: 1

Suggestions for teachers about exploring maths in different contexts: art, history and so on