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#### Resources tagged with Pedagogy similar to Nriching Mathematics in Haringey:

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### There are 51 results

Broad Topics > Mathematics Education and Research > Pedagogy

### 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.

### 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.

### 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.

### Two Classes Working on Counting Cogs

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

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

### Dominant Intelligences

##### Stage: 1, 2, 3 and 4

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.

### What's All the Talking About?

##### Stage: 1, 2, 3 and 4

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.

### A Problem Is a Problem for All That

##### Stage: 2, 3 and 4

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.

### 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.

### Working with Highly Able Mathematicians - Secondary

##### Stage: 3, 4 and 5

Activities and material for teachers.

### Engaging Students, Developing Confidence, Promoting Independence

##### Stage: 1, 2, 3, 4 and 5

Ideas to support mathematics teachers who are committed to nurturing confident, resourceful and enthusiastic learners.

### 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. . . .

### 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. . . .

### Jo Boaler Explains Complex Instruction

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

A video clip of Jo Boaler talking about Complex Instruction.

### 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. . . .

##### Stage: 1, 2, 3, 4 and 5

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

### 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.

### 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. . . .

### NQT Inspiration Day 2013

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

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

### 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.

### 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,. . . .

### Algebraic Fluency of Advanced Students

##### Stage: 5

This article reports on a brief study concerning the algebraic fluency of highly performing UK mathematics students

### 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. . . .

### Teachers Using NRICH 2

##### Stage: 3 and 4

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

### 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.

### Blog It

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

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.

### 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. . . .

### 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.

### 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.

### Roasting Old Chestnuts

##### Stage: 3 and 4

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

### 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. . . .

### 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

Bloom's taxonomy

### 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.

### 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.

### MEI 2005

##### Stage: 1, 2, 3, 4 and 5

Presentation given at the MEI conference in Reading 2005

### More Old Chestnuts

##### Stage: 3 and 4

Mainly for teachers. More school mathematics of yesteryear.

### A-level Core Mathematics Curriculum

##### Stage: 5 Challenge Level:

The mathematical content of A-level and GCSE is described, along with its relevance to science students

### 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. . . .

### Teacher Inspiration Days

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

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

### Angle Measurement: an Opportunity for Equity

##### Stage: 3 and 4

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

### 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.

### 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. . . .

### Euclid? No, but Carol, Yes

##### Stage: 4

For teachers. About the teaching of geometry with some examples from school geometry of long ago.

### Roasting Old Chestnuts 3

##### Stage: 3 and 4

Mainly for teachers. More mathematics of yesteryear.

### 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. . . .

### Roasting Old Chestnuts 4

##### Stage: 3 and 4

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

### 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.

### Mathematical Issues for Biologists

##### Stage: 5 Challenge Level:

STEM students at university often encounter mathematical difficulties. This articles highlights the 8 key problems for biologists.

### Breaking the Equation ' Empirical Argument = Proof '

##### Stage: 2, 3, 4 and 5

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 reasoning.