BOOKING OPEN!! A FREE professional development day for NQTs.
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, 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.
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. . . .
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. . . .
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,. . . .
Kirsti Ashworth, an NRICH Teacher Fellow, talks about her
experiences of using rich tasks.
In this article Jenny talks about Assessing Pupils' Progress and
the use of NRICH problems.
For teachers. Yet more school maths from long ago-interest and
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. . . .
Jenni Way describes her visit to a Japanese mathematics classroom.
Mainly for teachers. More school mathematics of yesteryear.
Presentation given at the MEI conference in Reading 2005
Mainly for teachers. More mathematics of yesteryear.
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.
Mainly for teachers. A discussion and examples of some of the
school mathematics of yesteryear.
This professional development activity encourages you to
investigate what pupils are doing when they problem solving.
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.
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.
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. . . .
A video clip of Jo Boaler talking about Complex Instruction.
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, Alan Parr shares his experiences of the motivating effect sport can have on the learning of mathematics.
Suggestions for worthwhile mathematical activity on the subject of
angle measurement for all pupils.
This article for teachers describes NRICH's work with Creative Partnerships and three Bristol primary schools.
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.
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. . . .
What are rich tasks and contexts and why do they matter?
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 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".
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.
An article for teachers based on a lecture and workshop activities at the NZAMT conference in New Zealand 2007
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.
Ideas to support mathematics teachers who are committed to nurturing confident, resourceful and enthusiastic learners.
In this article for teachers, Liz Woodham describes conversations
with Luke, aged 7, as they worked on some mathematics together.
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. . . .
In this article for teachers, Liz Woodham describes resources on
NRICH that can help primary-aged children get to grips with
Here are examples of how two schools set about the task of ensuring
that problem solving was an integral part of their 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.
In this article for teachers, Bernard describes ways to challenge higher-attaining children at primary level.
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.
Two video clips of classes organised into groups to work on
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.