Filter by: Content type: ALL Problems Articles Games Stage: All Stage 1&2 Stage 2&3 Stage 3&4 Stage 4&5 Challenge level:
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.
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.
Sharon Walter, an NRICH teacher fellow, talks about her experiences of trying to embed NRICH tasks into her everyday practice.
An article that reminds us about the value and importance of communication in the mathematics classroom.
Kirsti Ashworth, an NRICH Teacher Fellow, talks about her experiences of using rich tasks.
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.
Peter Hall was one of four NRICH Teacher Fellows who worked on embedding NRICH materials into their teaching. In this article, he writes about his experiences of working with students at Key. . . .
In this article for teachers, Liz Woodham describes conversations with Luke, aged 7, as they worked on some mathematics together.
Ideas to support mathematics teachers who are committed to nurturing confident, resourceful and enthusiastic learners.
In this article for teachers, Liz Woodham describes resources on NRICH that can help primary-aged children get to grips with negative numbers.
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.
This professional development activity encourages you to investigate how rich tasks and problem solving link together.
What was it like to learn maths at school in the Victorian period? We visited the British Schools Museum in Hitchin to find out.
This professional development activity looks at what teachers can do to support learners engaging with rich tasks
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 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 encourages you to investigate what pupils are doing when they problem solving.
Three free teacher Inspiration Days in Cambridge. Three professional development days available for Secondary Teachers.
This gives a standard set of questions and tips for running rich tasks in the classroom.
A group of teachers involved in embedding NRICH tasks into their everyday practice were keen to challenge common perceptions of mathematics and of teaching and learning mathematics. In this article,. . . .
In this article for teachers, Bernard describes ways to challenge higher-attaining children at primary level.
In this article, read about the thinking behind the September 2010 secondary problems and why we hope they will be an excellent selection for a new academic year.
Two video clips of classes organised into groups to work on Counting Cogs.
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.
This article for teachers describes NRICH's work with Creative Partnerships and three Bristol primary schools.
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.
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.
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.
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 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. . . .
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.
Jennifer Piggott and Steve Hewson write about an area of teaching and learning mathematics that has been engaging their interest recently. As they explain, the word ‘trick’ can be applied to. . . .
A group of teachers involved in embedding NRICH tasks into their everyday practice decided they needed to address the (im)balance between teacher and student activity in their classrooms. In. . . .
The aim of this professional development activity is to successfully integrate some rich tasks into your curriculum planning.
An article for teachers based on a lecture and workshop activities at the NZAMT conference in New Zealand 2007
This article describes investigations that offer opportunities for children to think differently, and pose their own questions, about shapes.
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 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.
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?
Activities and material for teachers.
Suggestions for worthwhile mathematical activity on the subject of angle measurement for all pupils.
This article explores the links between maths, art and history, and suggests investigations that are enjoyable as well as challenging.
This professional development activity is designed to help you assess your embedding of rich tasks into the curriculum through peer observation
Bloom's taxonomy