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#### Resources tagged with Mathematical Thinking similar to Interactive On-line Programme for Young People with Exceptional Ability:

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##### Other tags that relate to Interactive On-line Programme for Young People with Exceptional Ability
Problem solving. Mathematical Thinking. Pedagogy. Gifted and Talented. Enrichment. Cambridge university. Learning mathematics. Rich Tasks. Applying to university. University life and mathematics.

### There are 14 results

Broad Topics > Mathematics Education and Research > Mathematical Thinking

### What Is a Mathematically Rich Task?

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

Here we describe the essence of a 'rich' mathematical task

### Using Low Threshold High Ceiling Tasks in Ordinary Classrooms

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

An article describing what LTHC tasks are, and why we think they're a good idea.

### Seven Core Tips for Effective Studying

##### Stage: 5

7 core tips for effective studying

### 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.

### 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. . . .

### 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.

### Thinking about Different Ways of Thinking

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

This article, the first in a series, discusses mathematical-logical intelligence as described by Howard Gardner.

### 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.

### 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. . . .

### I've Submitted a Solution - What Next?

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

In this article, the NRICH team describe the process of selecting solutions for publication on the site.

### Euclid? No, but Carol, Yes

##### Stage: 4

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

### 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. . . .

### 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.

### 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.