In this article, Alan Parr shares his experiences of the motivating effect sport can have on the learning of mathematics.
For teachers. Yet more school maths from long ago-interest and
Presentation given at the MEI conference in Reading 2005
Sharon Walter, an NRICH teacher fellow, talks about her experiences
of trying to embed NRICH tasks into her everyday practice.
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 gives a standard set of questions and tips for running rich
tasks in the classroom.
The content of this article is largely drawn from an Australian
publication by Peter Gould that has been a source of many
successful mathematics lessons for both children and
student-teachers. It. . . .
An article that reminds us about the value and importance of communication in the mathematics classroom.
Kirsti Ashworth, an NRICH Teacher Fellow, talks about her
experiences of using rich tasks.
An article for teachers based on a lecture and workshop activities at the NZAMT conference in New Zealand 2007
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. . . .
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 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. . . .
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.
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 Jenny talks about Assessing Pupils' Progress and
the use of NRICH problems.
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. . . .
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. . . .
What are rich tasks and why do they matter? Read this extract from an article by Jenny Piggott to find out.
Mainly for teachers. More mathematics of yesteryear.
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 gives an example of taking an
initial activity and getting questions going that lead to other
Three free teacher Inspiration Days in Cambridge. Three
professional development days available for Secondary Teachers.
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 article discusses the findings of the 1995 TIMMS study how to
use this information to close the performance gap that exists
Mainly for teachers. A discussion and examples of some of the
school mathematics of yesteryear.
Jennifer Piggott and Charlie Gilderdale describe a free interactive
circular geoboard environment that can lead learners to pose
Mainly for teachers. More school mathematics of yesteryear.
Teachers who participated in an NRICH workshop produced some
posters suggesting how they might use a tessellation interactivity
in a range of situations.
Suggestions for worthwhile mathematical activity on the subject of
angle measurement for all pupils.
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. . . .
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.
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.
Here are examples of how two schools set about the task of ensuring
that problem solving was an integral part of their curriculum.
Written for teachers, this article describes four basic approaches children use in understanding fractions as equal parts of a whole.
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. . . .
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.
This professional development activity is designed to help you
assess your embedding of rich tasks into the curriculum through
This article explores the links between maths, art and history, and
suggests investigations that are enjoyable as well as challenging.
Two video clips of classes organised into groups to work on
Activities and material for teachers.
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.
Find out about the five-term project (January 2014 to July 2015) which NRICH is leading in conjunction with Haringey Council, funded by London Schools Excellence Fund.
This article for teachers explains why geoboards are such an invaluable resource and introduces several tasks which make use of them.
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 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, 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. . . .