Filter by: Content type: ALL Problems Articles Games Stage: All Stage 1&2 Stage 2&3 Stage 3&4 Stage 4&5 Challenge level:
Suggestions for teachers about exploring maths in different contexts: art, history and so on
This article for primary teachers suggests ways in which to help children become better at working systematically.
Marion Bond investigates the skills needed in order for children to understand money.
In this article for teachers, Liz Woodham describes resources on NRICH that can help primary-aged children get to grips with negative numbers.
Clare Green looks at the role of the calculator in the teaching and learning of primary mathematics.
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.
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. . . .
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.
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.
In this article for teachers, Bernard gives an example of taking an initial activity and getting questions going that lead to other explorations.
Gillian Hatch analyses what goes on when mathematical games are used as a pedagogic device.
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 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.
This article discusses the findings of the 1995 TIMMS study how to use this information to close the performance gap that exists between nations.
Written for teachers, this article describes four basic approaches children use in understanding fractions as equal parts of a whole.
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.
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. . . .
In this article for teachers, Liz Woodham describes conversations with Luke, aged 7, as they worked on some mathematics together.
This article stems from research on the teaching of proof and offers guidance on how to move learners from focussing on experimental arguments to mathematical arguments and deductive reasoning.
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 is designed to help you assess your embedding of rich tasks into the curriculum through evaluating a theme
An article that reminds us about the value and importance of communication in the mathematics classroom.
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.
Ideas to support mathematics teachers who are committed to nurturing confident, resourceful and enthusiastic learners.
In this article Jenny talks about Assessing Pupils' Progress and the use of NRICH problems.
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, Alan Parr shares his experiences of the motivating effect sport can have on the learning of mathematics.
BOOKING OPEN!! A FREE professional development day for NQTs.
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, Bernard describes ways to challenge higher-attaining children at primary level.
A video clip of Jo Boaler talking about Complex Instruction.
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.
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.
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.
Two video clips of classes organised into groups to work on Counting Cogs.
Jennifer Piggott and Charlie Gilderdale describe a free interactive circular geoboard environment that can lead learners to pose mathematical questions.
The aim of this professional development activity is to successfully integrate some rich tasks into your curriculum planning.
What are rich tasks and contexts and why do they matter?
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. . . .
This article, the second in the series, looks at some different types of games and the sort of mathematical thinking they can develop.
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. . . .
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 describes investigations that offer opportunities for children to think differently, and pose their own questions, about shapes.