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Here are examples of how two schools set about the task of ensuring that problem solving was an integral part of their curriculum.
Teachers who participated in an NRICH workshop produced some posters suggesting how they might use a tessellation interactivity in a range of situations.
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. . . .
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.
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.
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.
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.
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.
Ideas to support mathematics teachers who are committed to nurturing confident, resourceful and enthusiastic learners.
This article discusses the findings of the 1995 TIMMS study how to use this information to close the performance gap that exists between nations.
Activities and material for teachers.
Two video clips of classes organised into groups to work on Counting Cogs.
A video clip of Jo Boaler talking about Complex Instruction.
This professional development activity is designed to help you assess your embedding of rich tasks into the curriculum through evaluating a theme
Avril Crack describes how she went about planning and setting up a Maths trail for pupils in Bedfordshire.
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 looks at what teachers can do to support learners engaging with rich tasks
This professional development activity encourages you to investigate how rich tasks and problem solving link together.
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.
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, Bernard describes ways to challenge higher-attaining children at primary level.
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.
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.
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 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. . . .
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. . . .
This professional development activity encourages you to investigate what is meant by higher-order thinking skills.
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.
This professional development activity is designed to help you assess your embedding of rich tasks into the curriculum through peer observation
Bloom's taxonomy
Mainly for teachers. More school mathematics of yesteryear.
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 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. . . .
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,. . . .
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.
In this article for teachers, Liz Woodham describes resources on NRICH that can help primary-aged children get to grips with negative numbers.
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 Liz Woodham reflects on just how much we really listen to learners’ own questions to determine the mathematical path of lessons.
BOOKING OPEN!! A FREE professional development day for NQTs.
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.
Written for teachers, this article describes four basic approaches children use in understanding fractions as equal parts of a whole.
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, 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.
Jennifer Piggott and Charlie Gilderdale describe a free interactive circular geoboard environment that can lead learners to pose mathematical questions.
What are rich tasks and contexts and why do they matter?
This article explores the links between maths, art and history, and suggests investigations that are enjoyable as well as challenging.