For teachers. Yet more school maths from long ago-interest and
In this article for teachers, Alan Parr looks at ways that
mathematics teaching and learning can start from the useful and
interesting things can we do with the subject, including. . . .
Kirsti Ashworth, an NRICH Teacher Fellow, talks about her
experiences of using rich tasks.
Sharon Walter, an NRICH teacher fellow, talks about her experiences
of trying to embed NRICH tasks into her everyday practice.
In this article, Alan Parr shares his experiences of the motivating effect sport can have on the learning of 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. . . .
This gives a standard set of questions and tips for running rich
tasks in the classroom.
Presentation given at the MEI conference in Reading 2005
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. . . .
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. . . .
An article for teachers based on a lecture and workshop activities at the NZAMT conference in New Zealand 2007
An article that reminds us about the value and importance of communication in the mathematics classroom.
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.
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. . . .
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, 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.
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.
In this article Jenny talks about Assessing Pupils' Progress and
the use of NRICH problems.
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 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. . . .
What are rich tasks and why do they matter?
This article for teachers explains why geoboards are such an invaluable resource and introduces several tasks which make use of them.
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 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
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.
What was it like to learn maths at school in the Victorian period?
We visited the British Schools Museum in Hitchin to find out.
Three free teacher Inspiration Days in Cambridge. Three
professional development days available for Secondary Teachers.
Gillian Hatch analyses what goes on when mathematical games are
used as a pedagogic device.
This article, the second in the series, looks at some different types of games and the sort of mathematical thinking they can develop.
This article describes investigations that offer opportunities for children to think differently, and pose their own questions, about shapes.
This article explores the links between maths, art and history, and
suggests investigations that are enjoyable as well as challenging.
Jennifer Piggott and Charlie Gilderdale describe a free interactive
circular geoboard environment that can lead learners to pose
This article discusses the findings of the 1995 TIMMS study how to
use this information to close the performance gap that exists
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 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. . . .
Jenni Way describes her visit to a Japanese mathematics classroom.
Written for teachers, this article describes four basic approaches children use in understanding fractions as equal parts of a whole.
In this article for teachers, Bernard describes ways to challenge higher-attaining children at primary level.
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.
Activities and material for teachers.
A video clip of Jo Boaler talking about Complex Instruction.
Two video clips of classes organised into groups to work on
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. . . .
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.
This professional development activity is designed to help you
assess your embedding of rich tasks into the curriculum through
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.
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.
Providing opportunities for children to participate in group
narrative in our classrooms is vital. Their contrasting views lead
to a high level of revision and improvement, and through this
process. . . .