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Resources tagged with Learning mathematics similar to Dominant Intelligences:

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Broad Topics > Mathematics Education and Research > Learning mathematics

A Problem Is a Problem for All That

Stage: 2, 3 and 4

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.

Stage: 1, 2, 3 and 4

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.

On Problems and Problem Solving - Looking Backward and Forward

Stage: 1, 2, 3, 4 and 5

Jenny Piggott reflects on the event held to mark her retirement from the directorship of NRICH, but also on problem solving itself.

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.

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.

Dominant Intelligences

Stage: 1, 2, 3 and 4

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.

Two Classes Working on Counting Cogs

Stage: 1, 2, 3, 4 and 5 Challenge Level:

Two video clips of classes organised into groups to work on Counting Cogs.

Jo Boaler Explains Complex Instruction

Stage: 1, 2, 3, 4 and 5 Challenge Level:

A video clip of Jo Boaler talking about Complex Instruction.

Mathematical Ways to Spend Your Summer

Stage: 2, 3, 4 and 5

Here we look back at the year with NRICH and suggest mathematical summer holiday activities for students, parents and teachers.

What Is a Mathematically Rich Task?

Stage: 1, 2, 3, 4 and 5

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

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.

Being Collaborative - Primary All Resources

Stage: 1 and 2 Challenge Level:

Resources to help primary children to be more collaborative.

Using Low Threshold High Ceiling Tasks

Stage: 1 and 2

This article explores what LTHC tasks are and why they are a firm favourite here at NRICH. We recommend that you start by reading the article to understand what makes a task LTHC and then delve into. . . .

ACME Report: Developing Able Young Mathematicians

Stage: Early years, 1 and 2

Lynne McClure gives an overview of the ACME report 'Raising the bar: developing able young mathematicians', published in December 2012.

Everyday Maths - A University of Bristol Research Project

Stage: 1 and 2 Challenge Level:

An outline of 'Everyday Maths', a project run by Bristol University, working with parents of Year 3/4 children.

Problem Solving and the New Curriculum

Stage: 1 and 2

Is problem solving at the heart of your curriculum? In this article for teachers, Lynne explains why it should be.

Being Determined - Primary All Resources

Stage: 1 and 2 Challenge Level:

Resources to help primary children to develop their determination.

Two Heads Are Better Than One

Stage: 1, 2 and 3

An article that reminds us about the value and importance of communication in the mathematics classroom.

Being Thoughtful - Primary All Resources

Stage: 1 and 2 Challenge Level:

Resources to help primary children to be more thoughtful.

Being Curious - Primary All Resources

Stage: 1 and 2 Challenge Level:

Resources for primary children to help them to develop their curiosity.

What's the Difference Between Rich Tasks and Low Threshold High Ceiling Ones?

Stage: Early years, 1 and 2

In this article for teachers, Lynne explains the difference between 'rich tasks' and 'low threshold high ceiling' tasks, using examples from the website.

Manipulatives in the Primary Classroom

Stage: 1 and 2

In this article for teachers, Jenni Back offers research-based guidance about the use of manipulatives in the classroom.

Stage: 1 and 2

An article for teachers which first appeared in the MA's Equals journal, featuring activities which use counters.

Path of Discovery Series: 1. Uncertain Beginnings

Stage: 1

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. . . .

Parents, Children and Maths

Stage: 1

Jenny Murray writes about the sessions she leads in schools for parents to work alongside children on mathematical problems, puzzles and games.

Haringey 2014-2015

Stage: 1 and 2 Challenge Level:

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.

Meaningful Maths Trails

Stage: 1 and 2

Avril Crack describes how she went about planning and setting up a Maths trail for pupils in Bedfordshire.

Many Ideas with a Few Cubes

Stage: 1 and 2

This short article outlines a few activities which make use of interlocking cubes.

Path of Discovery Series: 2. First Steps

Stage: 1

This article takes a closer look at some of the toys and games that can enhance a child's mathematical learning.

Natural Born Mathematicians

Stage: 1

Helen Joyce interviews the neuropsychologist Brian Butterworth whose research has shown that we are all born with a "built-in" sense of cardinal number.

Rocking Chairs, Railway Games and Rayboxes

Stage: 1, 2, 3, 4 and 5

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. . . .

Children's Mathematical Graphics: Understanding the Key Concept

Stage: 1

In this article for teachers, Elizabeth Carruthers and Maulfry Worthington explore the differences between 'recording mathematics' and 'representing mathematical thinking'.

Path of Discovery Series 3: I Do and I Understand

Stage: 1

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,. . . .