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.
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
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. . . .
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. . . .
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. . . .
This article discusses the findings of the 1995 TIMMS study how to
use this information to close the performance gap that exists
An article that reminds us about the value and importance of communication in the mathematics classroom.
In this article Jenny talks about Assessing Pupils' Progress and
the use of NRICH problems.
What are rich tasks and contexts and why do they matter?
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. . . .
In this article for teachers, Bernard gives an example of taking an
initial activity and getting questions going that lead to other
Ideas to support mathematics teachers who are committed to nurturing confident, resourceful and enthusiastic learners.
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.
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.
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. . . .
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.
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.
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.
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. . . .
Two video clips of classes organised into groups to work on
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Jennifer Piggott and Charlie Gilderdale describe a free interactive
circular geoboard environment that can lead learners to pose
A video clip of Jo Boaler talking about Complex Instruction.
In this article for teachers, Liz Woodham describes conversations
with Luke, aged 7, as they worked on some mathematics together.
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.
In this article for teachers, Lynne explains the difference between 'rich tasks' and 'low threshold high ceiling' tasks, using examples from the website.
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. . . .
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
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.
Is problem solving at the heart of your curriculum? In this article for teachers, Lynne explains why it should be.
In this article for teachers, Liz Woodham describes resources on
NRICH that can help primary-aged children get to grips with
In this article for teachers, Bernard describes ways to challenge higher-attaining children at primary level.
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 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 professional development activity is designed to help you
assess your embedding of rich tasks into the curriculum through
evaluating a theme
This article for teachers describes NRICH's work with Creative Partnerships and three Bristol primary schools.
In this article for teachers, Jenni Back offers research based guidance about the use of manipulatives in the classroom.
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.
This article describes investigations that offer opportunities for children to think differently, and pose their own questions, about shapes.
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. . . .
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".
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.
This article takes a closer look at some of the toys and games that
can enhance a child's mathematical learning.
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. . . .