Gillian Hatch analyses what goes on when mathematical games are used as a pedagogic device.
This article describes investigations that offer opportunities for children to think differently, and pose their own questions, about shapes.
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.
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 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 article, the second in the series, looks at some different types of games and the sort of mathematical thinking they can develop.
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.
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. . . .
This article explores the links between maths, art and history, and suggests investigations that are enjoyable as well as challenging.
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.
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,. . . .
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. . . .
For teachers. Yet more school maths from long ago-interest and percentages.
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, 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.
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. . . .
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. . . .
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. . . .
Jenni Way describes her visit to a Japanese mathematics 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. . . .
Kirsti Ashworth, an NRICH Teacher Fellow, talks about her experiences of using rich tasks.
This gives a standard set of questions and tips for running rich tasks in the classroom.
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.
In this article Jenny talks about Assessing Pupils' Progress and the use of NRICH problems.
Teachers who participated in an NRICH workshop produced some posters suggesting how they might use a tessellation interactivity in a range of situations.
Presentation given at the MEI conference in Reading 2005
This article for teachers explains why geoboards are such an invaluable resource and introduces several tasks which make use of them.
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 article for teachers suggests activities based on pegboards, from pattern generation to finding all possible triangles, for example.
This article discusses the findings of the 1995 TIMMS study how to use this information to close the performance gap that exists between nations.
Jennifer Piggott and Charlie Gilderdale describe a free interactive circular geoboard environment that can lead learners to pose mathematical questions.
An article for teachers based on a lecture and workshop activities at the NZAMT conference in New Zealand 2007
This article for primary teachers suggests ways in which to help children become better at working systematically.
In this article Liz Woodham reflects on just how much we really listen to learners’ own questions to determine the mathematical path of lessons.
In this article, Alan Parr shares his experiences of the motivating effect sport can have on the learning of mathematics.
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. . . .
Is problem solving at the heart of your curriculum? In this article for teachers, Lynne explains why it should be.
A video clip of Jo Boaler talking about Complex Instruction.
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 are rich tasks and why do they matter?
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.
In this article for teachers, Lynne explains the difference between 'rich tasks' and 'low threshold high ceiling' tasks, using examples from the website.
Two video clips of classes organised into groups to work on Counting Cogs.
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.
In this article for teachers, Jenni Back offers research-based guidance about the use of manipulatives in the classroom.
This article for teachers describes NRICH's work with Creative Partnerships and three Bristol primary schools.
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. . . .
In this article for teachers, Bernard describes ways to challenge higher-attaining children at primary level.
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.