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In this article for Primary teachers, Ems explores three essential features of proof, all of which can be developed in the context of primary mathematics through talk.
This article for Primary teachers outlines how providing opportunities to engage with increasingly complex problems, and to communicate thinking, can help learners 'go deeper' with geometry.
In this article for primary teachers, Ems explores ways to develop mathematical flexibility through geometry.
In this article, Becky Moseley outlines key considerations for Primary teachers wanting to create a maths trail in their own locality.
This article for primary teachers uses National Young Mathematicians' Award tasks as contexts in which to develop learners' problem-solving and group-working skills.
This article for primary teachers suggests ways in which we can help learners move from being novice reasoners to expert reasoners.
In this article for primary teachers we consider in depth when we might reason which helps us understand what reasoning 'looks like'.
In this article, Alf outlines six activities using the Gattegno chart, which help to develop understanding of place value, multiplication and division.
Alf describes how the Gattegno chart helped a class of 7-9 year olds gain an awareness of place value and of the inverse relationship between multiplication and division.
This article outlines how strategy games can help children develop logical thinking, using examples from the NRICH website.
This article for primary teachers outlines how we can encourage children to create, identify, extend and explain number patterns and why being able to do so is useful.
This article for primary teachers suggests ways in which to help children become better at working systematically.
An article describing activities which will help develop young children's concept of fractions.
This article for teachers describes NRICH's work from 2010 to 2011 with Creative Partnerships and three Bristol primary schools.
In this article for teachers, Bernard gives some background about the theme for November 2011's primary activities, which focus on analysing different approaches.
This article explores the key features of a Low Threshold High Ceiling classroom.
In this article, the NRICH team describe the process of selecting solutions for publication on the site.
In this article for teachers, Bernard describes ways to challenge higher-attaining children at primary level.
This is the second part of an article describing the ‘Enriching Mathematics’ project in Devon in 2008-9. The participating teachers describe NRICH activities they have tried with their learners.
It began in Devon in 2008. The Maths Team was keen to raise the profile of mathematics investigations and further promote mathematical thinking and problem solving in primary classes. Liz was invited to Devon to launch ‘Enriching Mathematics’ with a group of 25 teachers.
In this article for teachers, Elizabeth Carruthers and Maulfry Worthington explore the differences between 'recording mathematics' and 'representing mathematical thinking'.
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, Liz Woodham describes the criteria she uses to choose mathematical games for the classroom and shares some examples from NRICH.
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.
Ideas to support mathematics teachers who are committed to nurturing confident, resourceful and enthusiastic learners.
Here we describe the essence of a 'rich' mathematical task
This professional development activity encourages you to investigate what pupils are doing when they problem solving.
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 they become more aware of "thinking". This article looks at the way we handle these narratives.
Marion Bond investigates the skills needed in order for children to understand money.
This article, the first in a series, discusses mathematical-logical intelligence as described by Howard Gardner.
Marion Bond suggests that we try to imagine mathematical knowledge as a broad crazy paving rather than a path of stepping stones. There is no one right place to start and there is no one right route to follow. This article looks at ways of offering children mathematical experiences throughout the day, not just in maths lessons.
Written for teachers, this article describes four basic approaches children use in understanding fractions as equal parts of a whole.
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 presents a style of problem-solving activity that has the potential to benefit ALL children in a class, both mathematically and socially, and is readily adaptable to most topics in mathematics curricula.
While musing about the difficulties children face in comprehending number structure, notation, etc., it occured to the author that there is a vast array of occasions when numbers and signs are used in anomalous ways; often these are at the earliest stages, when they must be enormously confusing. However, they also frequently happen in adult situations.
This article for teachers suggests teaching strategies and resources that can help to develop children's number sense.
Good questioning techniques have long being regarded as a fundamental tool of effective teachers. This article for teachers looks at different categories of questions that can promote mathematical thinking.