Filter by: Content type: ALL Problems Articles Games Stage: All Stage 1&2 Stage 2&3 Stage 3&4 Stage 4&5 Challenge level:
This article describes investigations that offer opportunities for children to think differently, and pose their own questions, about shapes.
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. . . .
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.
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.
In this article Liz Woodham reflects on just how much we really listen to learners’ own questions to determine the mathematical path of lessons.
Jenni Way describes her visit to a Japanese mathematics classroom.
This professional development activity encourages you to investigate how rich tasks and problem solving link together.
This professional development activity is designed to help you assess your embedding of rich tasks into the curriculum through evaluating a theme
This professional development activity looks at what teachers can do to support learners engaging with rich tasks
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.
Avril Crack describes how she went about planning and setting up a Maths trail for pupils in Bedfordshire.
In this article for teachers, Bernard gives an example of taking an initial activity and getting questions going that lead to other explorations.
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
This professional development activity encourages you to investigate what pupils are doing when they problem solving.
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 reasoning.
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, 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 supplies teachers with information that may be useful in better understanding the nature of games and their role in teaching and learning mathematics.
In this article for teachers, Liz Woodham describes conversations with Luke, aged 7, as they worked on some mathematics together.
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.
Three free teacher Inspiration Days in Cambridge. Three professional development days available for Secondary Teachers.
The aim of this professional development activity is to successfully integrate some rich tasks into your curriculum planning.
Gillian Hatch analyses what goes on when mathematical games are used as a pedagogic device.
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".
This professional development activity encourages you to investigate what is meant by higher-order thinking skills.
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 no ordinary maths lesson. There were 24 children, mostly Years 3 and 4, and there were 17 adults working with them - mothers, fathers, one grandmother and two grandfathers, a. . . .
Suggestions for worthwhile mathematical activity on the subject of angle measurement for all pupils.
This professional development activity is designed to help you assess your embedding of rich tasks into the curriculum through peer observation
This article for teachers describes the exchanges on an email talk list about ideas for an investigation which has the sum of the squares as its solution.
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.
Bloom's taxonomy
Mainly for teachers. A discussion and examples of some of the school mathematics of yesteryear.
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.
The second in a series, this article looks at the possible opportunities for children who operate from different intelligences to be involved in "typical" maths problems.
This article explores the links between maths, art and history, and suggests investigations that are enjoyable as well as challenging.
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.
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 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.
Many NRICH tasks have been designed with group work in mind. Read about Jo Boaler's research on the benefits of collaborative work and watch a clip of a teacher working in this way.
Here are examples of how two schools set about the task of ensuring that problem solving was an integral part of their curriculum.
Two video clips of classes organised into groups to work on Counting Cogs.
Activities and material for teachers.
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.