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Resources tagged with Learning mathematics similar to Money Problems?:

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Broad Topics > Mathematics Education and Research > Learning mathematics

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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.

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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.

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Integrating Rich Tasks - Activity 4.1

Stage: 1 and 2

This professional development activity is designed to help you assess your embedding of rich tasks into the curriculum through peer observation

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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.

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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.

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Many Ideas with a Few Cubes

Stage: 1 and 2

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

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Haringey 2014-2015

Stage: 1 and 2 Challenge Level: Challenge Level:1

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.

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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.

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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. . . .

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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.

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Place Your Counters...

Stage: 1 and 2

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

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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.

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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.

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Everyday Maths - A University of Bristol Research Project

Stage: 1 and 2 Challenge Level: Challenge Level:1

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

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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'.

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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.

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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.

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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.

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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.

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Being Determined - Primary All Resources

Stage: 1 and 2 Challenge Level: Challenge Level:1

Resources to help primary children to develop their determination.

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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. . . .

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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.

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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.

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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.

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Being Thoughtful - Primary All Resources

Stage: 1 and 2 Challenge Level: Challenge Level:1

Resources to help primary children to be more thoughtful.

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Being Collaborative - Primary All Resources

Stage: 1 and 2 Challenge Level: Challenge Level:1

Resources to help primary children to be more collaborative.

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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.

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What Is a Mathematically Rich Task?

Stage: 1, 2, 3, 4 and 5

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

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What's All the Talking About?

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.

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Being Curious - Primary All Resources

Stage: 1 and 2 Challenge Level: Challenge Level:1

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

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Two Classes Working on Counting Cogs

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

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

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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,. . . .

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Jo Boaler Explains Complex Instruction

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

A video clip of Jo Boaler talking about Complex Instruction.

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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. . . .