In this article for teachers, Lynne explains the difference between 'rich tasks' and 'low threshold high ceiling' tasks, using examples from the website.
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, Jenni Back offers research-based guidance about the use of manipulatives in the classroom.
Find out about the five-term project (January 2014 to July 2015) which NRICH is leading in conjunction with Haringey Council.
This professional development activity is designed to help you
assess your embedding of rich tasks into the curriculum through
An article that reminds us about the value and importance of communication in the mathematics classroom.
Avril Crack describes how she went about planning and setting up a
Maths trail for pupils in Bedfordshire.
Jenny Piggott reflects on the event held to mark her retirement
from the directorship of NRICH, but also on problem solving itself.
Two video clips of classes organised into groups to work on
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.
Lynne McClure gives an overview of the ACME report 'Raising the bar: developing able young mathematicians', published in December 2012.
An outline of 'Everyday Maths', a project run by Bristol University, working with parents of Year 3/4 children.
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.
Here we describe the essence of a 'rich' mathematical task
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.
Need some help getting started with solving and thinking about rich
tasks? Read on for some friendly advice.
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.
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. . . .
Ideas to support mathematics teachers who are committed to nurturing confident, resourceful and enthusiastic learners.
Teachers who participated in an NRICH workshop produced some
posters suggesting how they might use a tessellation interactivity
in a range of situations.
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.
Here are examples of how two schools set about the task of ensuring
that problem solving was an integral part of their curriculum.
A video clip of Jo Boaler talking about Complex Instruction.
An article for teachers which first appeared in the MA's Equals journal, featuring activities which use counters.
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. . . .