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There are 67 NRICH Mathematical resources connected to Learning mathematics, you may find related items under Mathematics education and research.
Broad Topics > Mathematics education and research > Learning mathematicsThese resources have been chosen to help primary learners develop mathematical mindsets
Resources to help primary children to develop their resilience.
Resources to help primary children to be more thoughtful.
Resources to help primary children to be more collaborative.
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 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.
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 mathematical activity in many ways.
Here are examples of how two schools set about the task of ensuring that problem solving was an integral part of their curriculum.
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.
Teachers who participated in an NRICH workshop produced some posters suggesting how they might use a tessellation interactivity in a range of situations.
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.
Need some help getting started with solving and thinking about rich tasks? Read on for some friendly advice.
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.
Avril Crack describes how she went about planning and setting up a Maths trail for pupils in Bedfordshire.
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.