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Resources for primary children to help them to develop their curiosity.
These problems are ideal for children to work on with others. Encourage your learners to share ideas, and recognise that two heads can be better than one.
These problems require resilience for primary school children. Encourage your learners to persevere - there's often a great sense of achievement when we've had to struggle.
These problems require careful consideration. Allow your learners time to become absorbed in them.
These problems will exploit primary learners' natural curiosity and provoke them to ask good mathematical questions.
These resources have been chosen to help primary learners develop good mathematical habits.
This article describes how one nursery setting focused on tidying up time as a context in which to explicitly target the development of number and calculation skills.
Ruth Trundley outlines her doctoral research and concludes that development of an understanding of cardinality is a crucial element of counting that can be overlooked.
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'.
Lynne suggests activities which support the development of primary children's algebraic thinking.
Becoming confident and competent as a problem solver is a complex process that requires a range of skills and experience. In this article, Jennie suggests that we can support this process in three principal ways.
In this article we outline how cubes can support children in working mathematically and draw attention to tasks which exemplify this.
This article for primary teachers encourages exploration of two fundamental ideas, exchange and 'unitising', which will help children become more fluent when calculating.
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.
In this article, Alf outlines six activities using the Gattegno chart, which help to develop understanding of place value, multiplication and division.
This article for primary teachers expands on the key ideas which underpin early number sense and place value, and suggests activities to support learners as they get to grips with these ideas.
This article develops the idea of 'ten-ness' as an important element of place value.
This article explores the basic foundations of number sense and outlines relevant research in this area.
In this article for primary teachers, Lynne McClure outlines what is meant by fluency in the context of number and explains how our selection of NRICH tasks can help.
In this article for teachers, Jenni Back offers research-based guidance about the use of manipulatives in the classroom.
Is problem solving at the heart of your curriculum? In this article for teachers, Lynne explains why it should be.
In this article for teachers, we explain what is meant by Low Threshold High Ceiling tasks, and why we like them.
This article suggests how to dig deeper into who answers questions in your classroom using the game Dotty Six.
This article offers you practical ways to investigate aspects of your classroom culture.
This article for primary teachers outlines how using counters can support mathematical teaching and learning.
This short article outlines a few activities which make use of interlocking cubes.
An article for teachers which first appeared in the MA's Equals journal, featuring activities which use counters.
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.
Lynne McClure gives an overview of the ACME report 'Raising the bar: developing able young mathematicians', published in December 2012.
This article explores the key features of a Low Threshold High Ceiling classroom.
Jenny Piggott reflects on the event held to mark her retirement from the directorship of NRICH, but also on problem solving itself.
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 modelling scientific enquiry.
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.
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.
Ideas to support mathematics teachers who are committed to nurturing confident, resourceful and enthusiastic learners.
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.
An article that reminds us about the value and importance of communication in the mathematics classroom.
Here we describe the essence of a 'rich' mathematical task
This professional development activity is designed to help you assess your embedding of rich tasks into the curriculum through peer observation
Bernard Bagnall describes how to get more out of some favourite NRICH investigations.
Helen Joyce interviews the neuropsychologist Brian Butterworth whose research has shown that we are all born with a "built-in" sense of cardinal number.
Avril Crack describes how she went about planning and setting up a Maths trail for pupils in Bedfordshire.
Jenny Murray writes about the sessions she leads in schools for parents to work alongside children on mathematical problems, puzzles and games.
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, the first in a series, discusses mathematical-logical intelligence as described by Howard Gardner.
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, than is currently the norm.
This article takes a closer look at some of the toys and games that can enhance a child's mathematical learning.
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.