In this article Liz Woodham reflects on just how much we really listen to learners’ own questions to determine the mathematical path of lessons.
Gillian Hatch analyses what goes on when mathematical games are
used as a pedagogic device.
This article explores the links between maths, art and history, and
suggests investigations that are enjoyable as well as challenging.
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.
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.
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.
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 article, the second in the series, looks at some different types of games and the sort of mathematical thinking they can develop.
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 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 describes investigations that offer opportunities for children to think differently, and pose their own questions, about shapes.
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.
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. . . .
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.
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. . . .
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 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.
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. . . .
Ideas to support mathematics teachers who are committed to nurturing confident, resourceful and enthusiastic learners.
Sharon Walter, an NRICH teacher fellow, talks about her experiences
of trying to embed NRICH tasks into her everyday practice.
In this article for teachers, Liz Woodham describes conversations
with Luke, aged 7, as they worked on some mathematics together.
An article that reminds us about the value and importance of communication in the mathematics classroom.
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.
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. . . .
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.
This article for primary teachers suggests ways in which to help children become better at working systematically.
This article for teachers explains why geoboards are such an invaluable resource and introduces several tasks which make use of them.
Is problem solving at the heart of your curriculum? In this article for teachers, Lynne explains why it should be.
In this article for teachers, Lynne explains the difference between 'rich tasks' and 'low threshold high ceiling' tasks, using examples from the website.
This article for teachers suggests activities based on pegboards, from pattern generation to finding all possible triangles, for example.
In this article for teachers, Bernard describes ways to challenge higher-attaining children at primary 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.
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. . . .
Two video clips of classes organised into groups to work on
A video clip of Jo Boaler talking about Complex Instruction.
What are rich tasks and why do they matter?
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.
In this article Jenny talks about Assessing Pupils' Progress and
the use of NRICH problems.
Three free teacher Inspiration Days in Cambridge. Three
professional development days available for Secondary Teachers.
This professional development activity encourages you to
investigate what is meant by higher-order thinking skills.
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".
These two tasks are designed to support professional development on
integrating rich tasks. You are asked to think about what problems
that encourage Higher Order Thinking Skills look like.
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. . . .
Mainly for teachers. More school mathematics of yesteryear.
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
An article for teachers based on a lecture and workshop activities at the NZAMT conference in New Zealand 2007