Search by Topic

Resources tagged with Pedagogy similar to What's Inside/outside/under the Box?:

Filter by: Content type:
Stage:
Challenge level: Challenge Level:1 Challenge Level:2 Challenge Level:3

There are 85 results

Broad Topics > Mathematics Education and Research > Pedagogy

problem icon

What's Inside/outside/under the Box?

Stage: 2 and 3

This article describes investigations that offer opportunities for children to think differently, and pose their own questions, about shapes.

problem icon

Holywell Primary School and NRICH Action Research Project

Stage: 1 and 2

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.

problem icon

A Japanese Mathematics Lesson

Stage: 1, 2 and 3

Jenni Way describes her visit to a Japanese mathematics classroom.

problem icon

Going for Games

Stage: 1 and 2

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.

problem icon

Developing Good Team-working Skills

Stage: 1, 2, 3, 4 and 5

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.

problem icon

The Development of Spatial and Geometric Thinking: 5 to 18

Stage: 1, 2, 3 and 4

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. . . .

problem icon

I'm Stuck!

Stage: 1 and 2

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.

problem icon

Working Effectively with All Learners

Stage: 1, 2, 3, 4 and 5

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.

problem icon

Using Rich Tasks in an Objective Led Culture

Stage: 2, 3 and 4

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. . . .

problem icon

Changing Perceptions

Stage: 3 and 4

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,. . . .

problem icon

Positive about Negative Numbers

Stage: 1 and 2

In this article for teachers, Liz Woodham describes resources on NRICH that can help primary-aged children get to grips with negative numbers.

problem icon

Working with Luke

Stage: 1 and 2

In this article for teachers, Liz Woodham describes conversations with Luke, aged 7, as they worked on some mathematics together.

problem icon

Optimising Input - Maximising Output

Stage: 3, 4 and 5

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. . . .

problem icon

Two Heads Are Better Than One

Stage: 1, 2 and 3

An article that reminds us about the value and importance of communication in the mathematics classroom.

problem icon

Maths in the Victorian Classroom

Stage: 2 and 3

What was it like to learn maths at school in the Victorian period? We visited the British Schools Museum in Hitchin to find out.

problem icon

Integrating Rich Tasks - Activity 4.3

Stage: 1 and 2

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

problem icon

Integrating Rich Tasks - Activity 4.2

Stage: 1 and 2

This professional development activity is designed to help you assess your embedding of rich tasks into the curriculum through evaluating a theme

problem icon

Teachers' Guide to Getting Started

Stage: 3, 4 and 5

This gives a standard set of questions and tips for running rich tasks in the classroom.

problem icon

Teachers Using NRICH 1

Stage: 3 and 4

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. . . .

problem icon

Using Rich Tasks for the First Time

Stage: 2, 3, 4 and 5

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. . . .

problem icon

Teachers Using NRICH 2

Stage: 3 and 4

Kirsti Ashworth, an NRICH Teacher Fellow, talks about her experiences of using rich tasks.

problem icon

Teachers Using NRICH 3

Stage: 3 and 4

Sharon Walter, an NRICH teacher fellow, talks about her experiences of trying to embed NRICH tasks into her everyday practice.

problem icon

Enriching Classrooms, Inspiring Learning

Stage: 3 and 4

Teachers who participated in an NRICH workshop produced some posters suggesting how they might use a tessellation interactivity in a range of situations.

problem icon

Problem Solving and the New Curriculum

Stage: 1 and 2

Is problem solving at the heart of your curriculum? In this article for teachers, Lynne explains why it should be.

problem icon

What's the Difference Between Rich Tasks and Low Threshold High Ceiling Ones?

Stage: Early years, 1 and 2

In this article for teachers, Lynne explains the difference between 'rich tasks' and 'low threshold high ceiling' tasks, using examples from the website.

problem icon

Manipulatives in the Primary Classroom

Stage: 1 and 2

In this article for teachers, Jenni Back offers research-based guidance about the use of manipulatives in the classroom.

problem icon

Understanding Fractions

Stage: 1 and 2

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. . . .

problem icon

Take a ... Geoboard

Stage: 1 and 2

This article for teachers explains why geoboards are such an invaluable resource and introduces several tasks which make use of them.

problem icon

What Are Rich Tasks?

Stage: 3, 4 and 5

What are rich tasks and why do they matter? Read this extract from an article by Jenny Piggott to find out.

problem icon

Haringey 2014-2015

Stage: 1 and 2 Challenge Level: Challenge Level:1

Find out about the five-term project (January 2014 to July 2015) which NRICH is leading in conjunction with Haringey Council.

problem icon

Maths and Creativity in Bristol

Stage: 1 and 2

This article for teachers describes NRICH's work with Creative Partnerships and three Bristol primary schools.

problem icon

Rich Mathematical Tasks

Stage: 1 and 2

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.

problem icon

Integrating Rich Tasks - Activity 1.4

Stage: 1 and 2

This professional development activity encourages you to investigate how rich tasks and problem solving link together.

problem icon

Enriching Networks, Inspiring Teachers

Stage: 3 and 4

Here are examples of how two schools set about the task of ensuring that problem solving was an integral part of their curriculum.

problem icon

Blog It

Stage: 1, 2, 3, 4 and 5 Challenge Level: Challenge Level:1

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.

problem icon

Choosing Rich Tasks for Secondary Classes

Stage: 3 and 4

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.

problem icon

Placing Our Trust in Learners

Stage: 1, 2 and 3

In this article Liz Woodham reflects on just how much we really listen to learners’ own questions to determine the mathematical path of lessons.

problem icon

Working with Highly Able Mathematicians

Stage: 1 and 2

In this article for teachers, Bernard describes ways to challenge higher-attaining children at primary level.

problem icon

Assessing Pupil Progress (APP) and NRICH Resources

Stage: 1, 2, 3, 4 and 5

In this article Jenny talks about Assessing Pupils' Progress and the use of NRICH problems.

problem icon

Teacher Inspiration Days

Stage: 3, 4 and 5 Challenge Level: Challenge Level:1

Three free teacher Inspiration Days in Cambridge. Three professional development days available for Secondary Teachers.

problem icon

Cultivating Creativity

Stage: 1, 2, 3, 4 and 5

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. . . .

problem icon

Integrating Rich Tasks - Activity 1.2

Stage: 1 and 2

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.

problem icon

Roasting Old Chestnuts

Stage: 3 and 4

Mainly for teachers. A discussion and examples of some of the school mathematics of yesteryear.

problem icon

More Old Chestnuts

Stage: 3 and 4

Mainly for teachers. More school mathematics of yesteryear.

problem icon

Learning Mathematics Through Games Series: 1. Why Games?

Stage: 1, 2 and 3

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.

problem icon

Learning Mathematics Through Games Series: 2.types of Games

Stage: 1, 2 and 3

This article, the second in the series, looks at some different types of games and the sort of mathematical thinking they can develop.

problem icon

Integrating Rich Tasks - Activity 3

Stage: 1 and 2

The aim of this professional development activity is to successfully integrate some rich tasks into your curriculum planning.

problem icon

Integrating Rich Tasks - Activity 1.3

Stage: 1 and 2

This professional development activity encourages you to investigate what is meant by higher-order thinking skills.

problem icon

Using Games in the Classroom

Stage: 2, 3 and 4

Gillian Hatch analyses what goes on when mathematical games are used as a pedagogic device.

problem icon

Crossing Bridges

Stage: 1, 2, 3, 4 and 5

An article for teachers based on a lecture and workshop activities at the NZAMT conference in New Zealand 2007