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.
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. . . .
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.
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. . . .
For teachers. About the teaching of geometry with some examples
from school geometry of long ago.
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. . . .
An article describing what LTHC tasks are, and why we think they're a good idea.
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 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.
This article, the first in a series, discusses mathematical-logical
intelligence as described by Howard Gardner.
Written for teachers, this article describes four basic approaches children use in understanding fractions as equal parts of a whole.
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. . . .
In this article, the NRICH team describe the process of selecting solutions for publication on the site.
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