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 for primary teachers suggests ways in which to help children become better at working systematically.
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.
In this article for teachers, Liz Woodham describes resources on
NRICH that can help primary-aged children get to grips with
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 outlines one school's research project to explore how children, girls in particular, could be motivated in Maths through a more practical approach.
Marion Bond investigates the skills needed in order for children to
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.
Suggestions for teachers about exploring maths in different
contexts: art, history and so on
In this article for teachers, Bernard gives an example of taking an
initial activity and getting questions going that lead to other
Clare Green looks at the role of the calculator in the teaching and learning of primary mathematics.
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
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, Liz Woodham describes the criteria she uses to choose mathematical games for the classroom and shares some examples from NRICH.
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.
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.
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
An article that reminds us about the value and importance of communication in the mathematics classroom.
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.
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 for teachers, Lynne explains the difference between 'rich tasks' and 'low threshold high ceiling' tasks, using examples from the website.
In this article for teachers, Jenni Back offers research-based guidance about the use of manipulatives in the classroom.
This article for teachers describes NRICH's work with Creative Partnerships and three Bristol primary schools.
Is problem solving at the heart of your curriculum? In this article for teachers, Lynne explains why it should be.
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. . . .
Find out about the five-term project (January 2014 to July 2015) which NRICH is leading in conjunction with Haringey Council.
This article for teachers explains why geoboards are such an invaluable resource and introduces several tasks which make use of them.
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.
In this article Liz Woodham reflects on just how much we really listen to learners’ own questions to determine the mathematical path of lessons.
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.
The aim of this professional development activity is to
successfully integrate some rich tasks into your curriculum
In this article Jenny talks about Assessing Pupils' Progress and
the use of NRICH problems.
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.
Two video clips of classes organised into groups to work on
Look out for early booking for NQT Inspiration day 2014. Are you registered for our newsletter?
In this article for teachers, Bernard describes ways to challenge higher-attaining children at primary level.
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. . . .
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. . . .
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. . . .
What are rich tasks and contexts and why do they matter?
This article describes investigations that offer opportunities for children to think differently, and pose their own questions, about shapes.
An article for teachers based on a lecture and workshop activities at the NZAMT conference in New Zealand 2007
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".
This professional development activity looks at what teachers can
do to support learners engaging with rich tasks
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. . . .
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.
Jennifer Piggott and Charlie Gilderdale describe a free interactive
circular geoboard environment that can lead learners to pose