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. . . .
Suggestions for worthwhile mathematical activity on the subject of
angle measurement for all pupils.
This article for teachers suggests activities based on pegboards, from pattern generation to finding all possible triangles, for example.
Jennifer Piggott and Charlie Gilderdale describe a free interactive
circular geoboard environment that can lead learners to pose
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.
Gillian Hatch analyses what goes on when mathematical games are
used as a pedagogic device.
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.
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 for teachers, Liz Woodham describes the criteria she uses to choose mathematical games for the classroom and shares some examples from NRICH.
This article for teachers explains why geoboards are such an invaluable resource and introduces several tasks which make use of them.
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.
Providing opportunities for children to participate in group
narrative in our classrooms is vital. Their contrasting views lead
to a high level of revision and improvement, and through this
process. . . .
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
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.
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. . . .
Teachers who participated in an NRICH workshop produced some
posters suggesting how they might use a tessellation interactivity
in a range of situations.
In this article Jenny talks about Assessing Pupils' Progress and
the use of NRICH problems.
Here are examples of how two schools set about the task of ensuring
that problem solving was an integral part of their curriculum.
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, Liz Woodham describes conversations
with Luke, aged 7, as they worked on some mathematics together.
Ideas to support mathematics teachers who are committed to nurturing confident, resourceful and enthusiastic learners.
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.
In this article for teachers, Liz Woodham describes resources on
NRICH that can help primary-aged children get to grips with
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.
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. . . .
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,. . . .
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. . . .
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. . . .
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. . . .
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.
In this article for teachers, Jenni Back offers research-based guidance about the use of manipulatives in the classroom.
In this article for teachers, Lynne explains the difference between 'rich tasks' and 'low threshold high ceiling' tasks, using examples from the website.
Is problem solving at the heart of your curriculum? In this article for teachers, Lynne explains why it should be.
Find out about the five-term project (January 2014 to July 2015) which NRICH is leading in conjunction with Haringey Council.
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. . . .
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.
A video clip of Jo Boaler talking about Complex Instruction.
Two video clips of classes organised into groups to work on
Sharon Walter, an NRICH teacher fellow, talks about her experiences
of trying to embed NRICH tasks into her everyday practice.
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, Alan Parr shares his experiences of the motivating effect sport can have on the learning of mathematics.
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.
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 is meant by higher-order thinking skills.