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.
A video clip of Jo Boaler talking about Complex Instruction.
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. . . .
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.
Two video clips of classes organised into groups to work on
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. . . .
Here are examples of how two schools set about the task of ensuring
that problem solving was an integral part of their curriculum.
Jenny Piggott reflects on the event held to mark her retirement
from the directorship of NRICH, but also on problem solving itself.
Doug has just finished the first year of his undergraduate
engineering course at Cambridge University. Here he gives his
perspectives on engineering.
Here we describe the essence of a 'rich' mathematical task
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.
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.
Ideas to support mathematics teachers who are committed to nurturing confident, resourceful and enthusiastic learners.
7 core tips for effective studying
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.
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.