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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. . . .
In this article, Alan Parr shares his experiences of the motivating effect sport can have on the learning of mathematics.
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. . . .
An article for teachers based on a lecture and workshop activities at the NZAMT conference in New Zealand 2007
Presentation given at the MEI conference in Reading 2005
What are rich tasks and contexts and why do they matter?
An article that reminds us about the value and importance of communication in the mathematics classroom.
In this article for teachers, Bernard gives an example of taking an initial activity and getting questions going that lead to other explorations.
This article discusses the findings of the 1995 TIMMS study how to use this information to close the performance gap that exists between nations.
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. . . .
In this article Jenny talks about Assessing Pupils' Progress and the use of NRICH problems.
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. . . .
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. . . .
Avril Crack describes how she went about planning and setting up a Maths trail for pupils in Bedfordshire.
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.
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.
Providing opportunities for children to participate in group narrative in our classrooms is vital. Their contrasting views lead to a high level of revision and improvement, and through this process. . . .
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
The aim of this professional development activity is to successfully integrate some rich tasks into your curriculum planning.
Ideas to support mathematics teachers who are committed to nurturing confident, resourceful and enthusiastic learners.
In this article for teachers, Liz Woodham describes conversations with Luke, aged 7, as they worked on some mathematics 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 encourages you to investigate how rich tasks and problem solving link together.
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.
In this article for teachers, Bernard describes ways to challenge higher-attaining children at primary level.
A video clip of Jo Boaler talking about Complex Instruction.
Bloom's taxonomy
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 professional development activity is designed to help you assess your embedding of rich tasks into the curriculum through peer observation
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.
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 Counting Cogs.
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. . . .
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.
Jennifer Piggott and Charlie Gilderdale describe a free interactive circular geoboard environment that can lead learners to pose mathematical questions.
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 encourages you to investigate what is meant by higher-order thinking skills.
Many NRICH tasks have been designed with group work in mind. Read about Jo Boaler's research on the benefits of collaborative work and watch a clip of a teacher working in this way.
In this article Liz Woodham reflects on just how much we really listen to learners’ own questions to determine the mathematical path of lessons.
This article for teachers describes NRICH's work with Creative Partnerships and three Bristol primary schools.
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.
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.
In this article for teachers, Liz Woodham describes resources on NRICH that can help primary-aged children get to grips with negative numbers.
BOOKING OPEN!! A FREE professional development day for NQTs.
Clare Green looks at the role of the calculator in the teaching and learning of primary mathematics.
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. . . .
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.
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".