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 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 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 describes investigations that offer opportunities for children to think differently, and pose their own questions, about shapes.
Written for teachers, this article describes four basic approaches children use in understanding fractions as equal parts of a whole.
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.
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.
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.
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. . . .
In this article for teachers, Liz Woodham describes conversations with Luke, aged 7, as they worked on some mathematics together.
In this article for teachers, Liz Woodham describes resources on NRICH that can help primary-aged children get to grips with negative numbers.
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.
Ideas to support mathematics teachers who are committed to nurturing confident, resourceful and enthusiastic learners.
An article that reminds us about the value and importance of communication in the mathematics classroom.
Three free teacher Inspiration Days in Cambridge. Three professional development days available for Secondary Teachers.
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
This gives a standard set of questions and tips for running rich tasks in the classroom.
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. . . .
Sharon Walter, an NRICH teacher fellow, talks about her experiences of trying to embed NRICH tasks into her everyday practice.
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,. . . .
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.
In this article Jenny talks about Assessing Pupils' Progress and the use of NRICH problems.
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.
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.
Here are examples of how two schools set about the task of ensuring that problem solving was an integral part of their curriculum.
This professional development activity encourages you to investigate how rich tasks and problem solving link together.
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. . . .
Teachers who participated in an NRICH workshop produced some posters suggesting how they might use a tessellation interactivity in a range of situations.
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. . . .
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.
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.
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 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
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. . . .
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".
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 encourages you to investigate what is meant by higher-order thinking skills.
What are rich tasks and contexts and why do they matter?
Bloom's taxonomy