Here are examples of how two schools set about the task of ensuring
that problem solving was an integral part of their curriculum.
This article discusses the findings of the 1995 TIMMS study how to
use this information to close the performance gap that exists
Teachers who participated in an NRICH workshop produced some
posters suggesting how they might use a tessellation interactivity
in a range of situations.
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.
Activities and material for teachers.
Ideas to support mathematics teachers who are committed to nurturing confident, resourceful and enthusiastic learners.
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.
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. . . .
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.
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. . . .
A video clip of Jo Boaler talking about Complex Instruction.
Two video clips of classes organised into groups to work on
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.
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.
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. . . .
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. . . .
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, Alan Parr shares his experiences of the motivating effect sport can have on the learning of mathematics.
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. . . .
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,. . . .
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. . . .
This gives a standard set of questions and tips for running rich
tasks in the classroom.
An article for teachers based on a lecture and workshop activities at the NZAMT conference in New Zealand 2007
For teachers. Yet more school maths from long ago-interest and
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. . . .
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. . . .
STEM students at university often encounter mathematical
difficulties. This articles highlights the 8 key problems for
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. . . .
Presentation given at the MEI conference in Reading 2005
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.
What are rich tasks and why do they matter?
Jennifer Piggott and Charlie Gilderdale describe a free interactive
circular geoboard environment that can lead learners to pose
In this article Jenny talks about Assessing Pupils' Progress and
the use of NRICH problems.
Mainly for teachers. More mathematics of yesteryear.
Suggestions for worthwhile mathematical activity on the subject of
angle measurement for all pupils.
Mainly for teachers. A discussion and examples of some of the
school mathematics of yesteryear.
This article reports on a brief study concerning the algebraic fluency of highly performing UK mathematics students
The mathematical content of A-level and GCSE is described, along with its relevance to science students
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.
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.
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. . . .
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.
Three free teacher Inspiration Days in Cambridge. Three
professional development days available for Secondary Teachers.
Gillian Hatch analyses what goes on when mathematical games are
used as a pedagogic device.
For teachers. About the teaching of geometry with some examples
from school geometry of long ago.
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. . . .
This article stems from research on the teaching of proof and
offers guidance on how to move learners from focussing on
experimental arguments to mathematical arguments and deductive