Here we describe the essence of a 'rich' mathematical task
Teachers who participated in an NRICH workshop produced some posters suggesting how they might use a tessellation interactivity in a range of situations.
Here we look back at the year with NRICH and suggest mathematical summer holiday activities for students, parents and teachers.
Need some help getting started with solving and thinking about rich tasks? Read on for some friendly advice.
Here are examples of how two schools set about the task of ensuring that problem solving was an integral part of their 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.
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. . . .
Jenny Piggott reflects on the event held to mark her retirement from the directorship of NRICH, but also on problem solving itself.
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.
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.
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 article, the first in a series, discusses mathematical-logical intelligence as described by Howard Gardner.
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. . . .
An article that reminds us about the value and importance of communication in the mathematics classroom.
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.
In this article for teachers, Jenni Back offers research-based guidance about the use of manipulatives in the classroom.
An outline of 'Everyday Maths', a project run by Bristol University, working with parents of Year 3/4 children.
In this article for teachers, Lynne explains the difference between 'rich tasks' and 'low threshold high ceiling' tasks, using examples from the website.
This short article outlines a few activities which make use of interlocking cubes.
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.
Resources to help primary children to be more collaborative.
Avril Crack describes how she went about planning and setting up a Maths trail for pupils in Bedfordshire.
This professional development activity is designed to help you assess your embedding of rich tasks into the curriculum through peer observation
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 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. . . .