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#### Resources tagged with Pedagogy similar to Doughnut Percents:

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### There are 84 results

Broad Topics > Mathematics Education and Research > Pedagogy

### 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.

### Co-operative Problem Solving: Pieces of the Puzzle Approach

##### Stage: 1, 2, 3 and 4

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. . . .

### Roasting Old Chestnuts 4

##### Stage: 3 and 4

For teachers. Yet more school maths from long ago-interest and percentages.

### Rocking Chairs, Railway Games and Rayboxes

##### Stage: 1, 2, 3, 4 and 5

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. . . .

### 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. . . .

### 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.

### 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.

### 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.

### 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. . . .

### 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,. . . .

### 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. . . .

### 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.

### 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. . . .

### Teachers Using NRICH 2

##### Stage: 3 and 4

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

### MEI 2005

##### Stage: 1, 2, 3, 4 and 5

Presentation given at the MEI conference in Reading 2005

### Performing Beyond Expectations - Using Sport to Motivate Students in Mathematics Lessons

##### Stage: 2, 3 and 4

In this article, Alan Parr shares his experiences of the motivating effect sport can have on the learning of mathematics.

### 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.

### 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

### Enriching Patterns

##### Stage: 1, 2, 3 and 4

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. . . .

### 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. . . .

### Roasting Old Chestnuts 3

##### Stage: 3 and 4

Mainly for teachers. More mathematics of yesteryear.

### 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.

### Outside the Box

##### Stage: 2 and 3

This article explores the links between maths, art and history, and suggests investigations that are enjoyable as well as challenging.

### 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.

### 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.

### 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.

### A Japanese Mathematics Lesson

##### Stage: 1, 2 and 3

Jenni Way describes her visit to a Japanese mathematics classroom.

### 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. . . .

### Interacting with the Geometry of the Circle

##### Stage: 1, 2, 3 and 4

Jennifer Piggott and Charlie Gilderdale describe a free interactive circular geoboard environment that can lead learners to pose mathematical questions.

### 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.

### 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.

### Closing the Learning and Teaching Gap

##### Stage: 1, 2, 3 and 4

This article discusses the findings of the 1995 TIMMS study how to use this information to close the performance gap that exists between nations.

### 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.

### 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.

### 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.

### 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.

##### Stage: 3, 4 and 5

What are rich tasks and why do they matter?

### Peg and Pin Boards

##### Stage: 1 and 2

This article for teachers suggests activities based on pegboards, from pattern generation to finding all possible triangles, for example.

### Haringey 2014-2015

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

Find out about the five-term project (January 2014 to July 2015) which NRICH is leading in conjunction with Haringey Council, funded by London Schools Excellence Fund.

### 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.

##### 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.

### 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.

### 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.

### 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.

### Encouraging Primary Children to Work Systematically

##### Stage: Early years, 1 and 2

This article for primary teachers suggests ways in which to help children become better at working systematically.

### Jo Boaler Explains Complex Instruction

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

A video clip of Jo Boaler talking about Complex Instruction.

### 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.

### Blog It

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

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.

### Exploring 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. . . .