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Resources tagged with Pedagogy similar to Roasting Old Chestnuts 4:

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Broad Topics > Mathematics Education and Research > Pedagogy

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Roasting Old Chestnuts 4

Stage: 3 and 4

For teachers. Yet more school maths from long ago-interest and percentages.

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Performing Beyond Expectations - Using Sport to Motivate Students in Mathematics Lessons

Stage: 2, 3 and 4

In this article, Alan Parr shares his experiences of the motivating effect sport can have on the learning of mathematics.

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MEI 2005

Stage: 1, 2, 3, 4 and 5

Presentation given at the MEI conference in Reading 2005

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Crossing Bridges

Stage: 1, 2, 3, 4 and 5

An article for teachers based on a lecture and workshop activities at the NZAMT conference in New Zealand 2007

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Teachers Using NRICH 1

Stage: 3 and 4

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. . . .

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Teachers' Guide to Getting Started

Stage: 3, 4 and 5

This gives a standard set of questions and tips for running rich tasks in the classroom.

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Co-operative Problem Solving: Pieces of the Puzzle Approach

Stage: 1, 2, 3 and 4

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. . . .

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Teachers Using NRICH 3

Stage: 3 and 4

Sharon Walter, an NRICH teacher fellow, talks about her experiences of trying to embed NRICH tasks into her everyday practice.

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Two Heads Are Better Than One

Stage: 1, 2 and 3

An article that reminds us about the value and importance of communication in the mathematics classroom.

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Enriching Patterns

Stage: 1, 2, 3 and 4

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. . . .

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Teachers Using NRICH 2

Stage: 3 and 4

Kirsti Ashworth, an NRICH Teacher Fellow, talks about her experiences of using rich tasks.

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Rich Tasks and Contexts

Stage: 1, 2, 3, 4 and 5

What are rich tasks and contexts and why do they matter?

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Rocking Chairs, Railway Games and Rayboxes

Stage: 1, 2, 3, 4 and 5

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. . . .

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Choosing Rich Tasks for Secondary Classes

Stage: 3 and 4

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.

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Optimising Input - Maximising Output

Stage: 3, 4 and 5

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. . . .

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Assessing Pupil Progress (APP) and NRICH Resources

Stage: 1, 2, 3, 4 and 5

In this article Jenny talks about Assessing Pupils' Progress and the use of NRICH problems.

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Changing Perceptions

Stage: 3 and 4

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,. . . .

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Using Rich Tasks for the First Time

Stage: 2, 3, 4 and 5

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. . . .

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Using Rich Tasks in an Objective Led Culture

Stage: 2, 3 and 4

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. . . .

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NQT Inspiration Day 2013

Stage: 1, 2, 3, 4 and 5 Challenge Level: Challenge Level:1

Look out for early booking for NQT Inspiration day 2014. Are you registered for our newsletter?

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Blog It

Stage: 1, 2, 3, 4 and 5 Challenge Level: Challenge Level:1

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.

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Teacher Inspiration Days

Stage: 3, 4 and 5 Challenge Level: Challenge Level:1

Three free teacher Inspiration Days in Cambridge. Three professional development days available for Secondary Teachers.

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Stacks of Maths!

Stage: 1, 2 and 3

In this article for teachers, Bernard gives an example of taking an initial activity and getting questions going that lead to other explorations.

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More Old Chestnuts

Stage: 3 and 4

Mainly for teachers. More school mathematics of yesteryear.

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Roasting Old Chestnuts

Stage: 3 and 4

Mainly for teachers. A discussion and examples of some of the school mathematics of yesteryear.

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Bloom's Taxonomy

Stage: 1, 2, 3 and 4

Bloom's taxonomy

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Closing the Learning and Teaching Gap

Stage: 1, 2, 3 and 4

This article discusses the findings of the 1995 TIMMS study how to use this information to close the performance gap that exists between nations.

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Cultivating Creativity

Stage: 1, 2, 3, 4 and 5

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. . . .

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Interacting with the Geometry of the Circle

Stage: 1, 2, 3 and 4

Jennifer Piggott and Charlie Gilderdale describe a free interactive circular geoboard environment that can lead learners to pose mathematical questions.

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Enriching Classrooms, Inspiring Learning

Stage: 3 and 4

Teachers who participated in an NRICH workshop produced some posters suggesting how they might use a tessellation interactivity in a range of situations.

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Trick or Treat?

Stage: 3, 4 and 5

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. . . .

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Enriching Networks, Inspiring Teachers

Stage: 3 and 4

Here are examples of how two schools set about the task of ensuring that problem solving was an integral part of their curriculum.

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Teaching Fractions with Understanding: Part-whole Concept

Stage: 1, 2 and 3

Written for teachers, this article describes four basic approaches children use in understanding fractions as equal parts of a whole.

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Placing Our Trust in Learners

Stage: 1, 2 and 3

In this article Liz Woodham reflects on just how much we really listen to learners’ own questions to determine the mathematical path of lessons.

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Working Effectively with All Learners

Stage: 1, 2, 3, 4 and 5

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.

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Kingsfield School - Building on Rich Starting Points

Stage: 1, 2, 3, 4 and 5

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.

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Angle Measurement: an Opportunity for Equity

Stage: 3 and 4

Suggestions for worthwhile mathematical activity on the subject of angle measurement for all pupils.

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Jo Boaler Explains Complex Instruction

Stage: 1, 2, 3, 4 and 5 Challenge Level: Challenge Level:1

A video clip of Jo Boaler talking about Complex Instruction.

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Outside the Box

Stage: 2 and 3

This article explores the links between maths, art and history, and suggests investigations that are enjoyable as well as challenging.

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Two Classes Working on Counting Cogs

Stage: 1, 2, 3, 4 and 5 Challenge Level: Challenge Level:1

Two video clips of classes organised into groups to work on Counting Cogs.

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Working with Highly Able Mathematicians - Secondary

Stage: 3, 4 and 5

Activities and material for teachers.

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Developing Good Team-working Skills

Stage: 1, 2, 3, 4 and 5

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.

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The Development of Spatial and Geometric Thinking: 5 to 18

Stage: 1, 2, 3 and 4

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. . . .

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Maths in the Victorian Classroom

Stage: 2 and 3

What was it like to learn maths at school in the Victorian period? We visited the British Schools Museum in Hitchin to find out.

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Using Games in the Classroom

Stage: 2, 3 and 4

Gillian Hatch analyses what goes on when mathematical games are used as a pedagogic device.

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Roasting Old Chestnuts 3

Stage: 3 and 4

Mainly for teachers. More mathematics of yesteryear.

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Learning Mathematics Through Games Series: 1. Why Games?

Stage: 1, 2 and 3

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.

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A Japanese Mathematics Lesson

Stage: 1, 2 and 3

Jenni Way describes her visit to a Japanese mathematics classroom.

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Logic, and How it Should Influence Our Teaching

Stage: 1, 2, 3 and 4

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. . . .

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Generating Number Patterns: an Email Conversation

Stage: 2, 3 and 4

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.