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.
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.
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 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.
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.
This article discusses the findings of the 1995 TIMMS study how to
use this information to close the performance gap that exists
Activities and material for teachers.
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.
Two video clips of classes organised into groups to work on
A video clip of Jo Boaler talking about Complex Instruction.
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. . . .
An article that reminds us about the value and importance of communication in the mathematics classroom.
Mainly for teachers. More 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. . . .
In this article for teachers, Jenni Back offers research-based guidance about the use of manipulatives in the classroom.
Find out about the five-term project (January 2014 to July 2015) which NRICH is leading in conjunction with Haringey Council.
What are rich tasks and contexts and why do they matter?
In this article for teachers, Bernard describes ways to challenge higher-attaining children at primary level.
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. . . .
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.
In this article for teachers, Liz Woodham describes resources on
NRICH that can help primary-aged children get to grips with
Is problem solving at the heart of your curriculum? In this article for teachers, Lynne explains why it should be.
This article for teachers explains why geoboards are such an invaluable resource and introduces several tasks which make use of them.
Kirsti Ashworth, an NRICH Teacher Fellow, talks about her
experiences of using rich tasks.
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, Lynne explains the difference between 'rich tasks' and 'low threshold high ceiling' tasks, using examples from the website.
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 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. . . .
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. . . .
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 gives a standard set of questions and tips for running rich
tasks in the classroom.
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 Liz Woodham reflects on just how much we really listen to learners’ own questions to determine the mathematical path of lessons.
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.
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, 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.
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,. . . .
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 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".
An article for teachers based on a lecture and workshop activities at the NZAMT conference in New Zealand 2007
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.
Presentation given at the MEI conference in Reading 2005
Three free teacher Inspiration Days in Cambridge. Three
professional development days available for Secondary Teachers.