Avril Crack describes how she went about planning and setting up a
Maths trail for pupils in Bedfordshire.
In this article for teachers, Jenni Back offers research-based guidance about the use of manipulatives in the classroom.
In this article for teachers, Lynne explains the difference between 'rich tasks' and 'low threshold high ceiling' tasks, using examples from the website.
This professional development activity is designed to help you
assess your embedding of rich tasks into the curriculum through
This short article outlines a few activities which make use of interlocking cubes.
Is problem solving at the heart of your curriculum? In this article for teachers, Lynne explains why it should be.
Find out about the five-term project (January 2014 to July 2015) which NRICH is leading in conjunction with Haringey Council, funded by London Schools Excellence Fund.
Here we look back at the year with NRICH and suggest mathematical summer holiday activities for students, parents and teachers.
An article describing what LTHC tasks are, and why we think they're a good idea.
Here we describe the essence of a 'rich' mathematical task
An article that reminds us about the value and importance of communication in the mathematics classroom.
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.
Lynne McClure gives an overview of the ACME report 'Raising the bar: developing able young mathematicians', published in December 2012.
An article for teachers which first appeared in the MA's Equals journal, featuring activities which use counters.
An outline of 'Everyday Maths', a project run by Bristol University, working with parents of Year 3/4 children.
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.
Jenny Piggott reflects on the event held to mark her retirement
from the directorship of NRICH, but also on problem solving itself.
Ideas to support mathematics teachers who are committed to nurturing confident, resourceful and enthusiastic learners.
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. . . .
This article, the first in a series, discusses mathematical-logical
intelligence as described by Howard Gardner.
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.
This article takes a closer look at some of the toys and games that
can enhance a child's mathematical learning.
Jenny Murray writes about the sessions she leads in schools for parents to work alongside children on mathematical problems, puzzles and games.
Resources to help primary children to develop their determination.
Resources to help primary children to be more thoughtful.
Resources for primary children to help them to develop their curiosity.
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.
Resources to help primary children to be more collaborative.
A video clip of Jo Boaler talking about Complex Instruction.
Helen Joyce interviews the neuropsychologist Brian Butterworth
whose research has shown that we are all born with a "built-in"
sense of cardinal number.
Two video clips of classes organised into groups to work on
In this article for teachers, Elizabeth Carruthers and Maulfry Worthington explore the differences between 'recording mathematics' and 'representing mathematical thinking'.
Marion Bond recommends that children should be allowed to use
'apparatus', so that they can physically handle the numbers
involved in their calculations, for longer, or across a wider
ability band,. . . .
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. . . .