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. . . .
In this article, Alan Parr shares his experiences of the motivating effect sport can have on the learning of mathematics.
For teachers. Yet more school maths from long ago-interest and
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.
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.
An article for teachers based on a lecture and workshop activities at the NZAMT conference in New Zealand 2007
Presentation given at the MEI conference in Reading 2005
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.
Jenni Way describes her visit to a Japanese mathematics classroom.
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.
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.
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,. . . .
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 Jenny talks about Assessing Pupils' Progress and
the use of NRICH problems.
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. . . .
In this article for teachers, Bernard gives an example of taking an
initial activity and getting questions going that lead to other
This article for teachers explains why geoboards are such an invaluable resource and introduces several tasks which make use of them.
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. . . .
An article that reminds us about the value and importance of communication in the mathematics classroom.
Kirsti Ashworth, an NRICH Teacher Fellow, talks about her
experiences of using rich tasks.
This article explores the links between maths, art and history, and
suggests investigations that are enjoyable as well as challenging.
What are rich tasks and contexts and why do they matter?
This article describes investigations that offer opportunities for children to think differently, and pose their own questions, about shapes.
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 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
Gillian Hatch analyses what goes on when mathematical games are
used as a pedagogic device.
Sharon Walter, an NRICH teacher fellow, talks about her experiences
of trying to embed NRICH tasks into her everyday practice.
In this article Liz Woodham reflects on just how much we really listen to learners’ own questions to determine the mathematical path of lessons.
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. . . .
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. . . .
Here are examples of how two schools set about the task of ensuring
that problem solving was an integral part of their curriculum.
In this article for teachers, Liz Woodham describes resources on
NRICH that can help primary-aged children get to grips with
This article for teachers suggests activities based on pegboards, from pattern generation to finding all possible triangles, for example.
Find out about the five-term project (January 2014 to July 2015) which NRICH is leading in conjunction with Haringey Council.
Teachers who participated in an NRICH workshop produced some
posters suggesting how they might use a tessellation interactivity
in a range of situations.
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.
Two video clips of classes organised into groups to work on
In this article for teachers, Lynne explains the difference between 'rich tasks' and 'low threshold high ceiling' tasks, using examples from the website.
Look out for early booking for NQT Inspiration day 2014. Are you registered for our newsletter?
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.
This article for primary teachers suggests ways in which to help children become better at working systematically.
In this article for teachers, Jenni Back offers research-based guidance about the use of manipulatives in the classroom.
In this article for teachers, Bernard describes ways to challenge higher-attaining children at primary level.
Is problem solving at the heart of your curriculum? In this article for teachers, Lynne explains why it should be.
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. . . .
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.
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.