This is the first article in a series which aim to provide some insight into the way spatial thinking develops in children, and draw on a range of reported research. The focus of this article is the. . . .

This article is based on some of the ideas that emerged during the production of a book which takes visualising as its focus. We began to identify problems which helped us to take a structured view. . . .

Lyndon Baker describes how the Mobius strip and Euler's law can introduce pupils to the idea of topology.

We're excited about this new program for drawing beautiful mathematical designs. Can you work out how we made our first few pictures and, even better, share your most elegant solutions with us?

A game for 2 people. Take turns joining two dots, until your opponent is unable to move.

What can you see? What do you notice? What questions can you ask?

This second article in the series refers to research about levels of development of spatial thinking and the possible influence of instruction.

I found these clocks in the Arts Centre at the University of Warwick intriguing - do they really need four clocks and what times would be ambiguous with only two or three of them?

This article looks at levels of geometric thinking and the types of activities required to develop this thinking.

A cheap and simple toy with lots of mathematics. Can you interpret the images that are produced? Can you predict the pattern that will be produced using different wheels?

Place the numbers 1, 2, 3,..., 9 one on each square of a 3 by 3 grid so that all the rows and columns add up to a prime number. How many different solutions can you find?

Take it in turns to place a domino on the grid. One to be placed horizontally and the other vertically. Can you make it impossible for your opponent to play?

Start with a large square, join the midpoints of its sides, you'll see four right angled triangles. Remove these triangles, a second square is left. Repeat the operation. What happens?

Mathematics is the study of patterns. Studying pattern is an opportunity to observe, hypothesise, experiment, discover and create.

The aim of the game is to slide the green square from the top right hand corner to the bottom left hand corner in the least number of moves.

This article for teachers discusses examples of problems in which there is no obvious method but in which children can be encouraged to think deeply about the context and extend their ability to. . . .

Players take it in turns to choose a dot on the grid. The winner is the first to have four dots that can be joined to form a square.

A package contains a set of resources designed to develop pupils' mathematical thinking. This package places a particular emphasis on “visualising” and is designed to meet the needs. . . .

Can you visualise whether these nets fold up into 3D shapes? Watch the videos each time to see if you were correct.

A game for 2 players. Can be played online. One player has 1 red counter, the other has 4 blue. The red counter needs to reach the other side, and the blue needs to trap the red.

These are pictures of the sea defences at New Brighton. Can you work out what a basic shape might be in both images of the sea wall and work out a way they might fit together?

Square It game for an adult and child. Can you come up with a way of always winning this game?

Can you find a way of representing these arrangements of balls?

What is the shape of wrapping paper that you would need to completely wrap this model?

A shape and space game for 2,3 or 4 players. Be the last person to be able to place a pentomino piece on the playing board. Play with card, or on the computer.

Have a go at making a few of these shapes from paper in different sizes. What patterns can you create?

Can you work out what shape is made when this piece of paper is folded up using the crease pattern shown?

Investigate how the four L-shapes fit together to make an enlarged L-shape. You could explore this idea with other shapes too.

Can you fit the tangram pieces into the outline of Granma T?

Can you fit the tangram pieces into the outlines of the watering can and man in a boat?

Can you fit the tangram pieces into the outlines of Mai Ling and Chi Wing?

Which of these dice are right-handed and which are left-handed?

Here are shadows of some 3D shapes. What shapes could have made them?

An extension of noughts and crosses in which the grid is enlarged and the length of the winning line can to altered to 3, 4 or 5.

Can you fit the tangram pieces into the outlines of the candle and sundial?

How can the same pieces of the tangram make this bowl before and after it was chipped? Use the interactivity to try and work out what is going on!

Can you fit the tangram pieces into the outline of this shape. How would you describe it?

Can you picture where this letter "F" will be on the grid if you flip it in these different ways?

Can you fit the tangram pieces into the outlines of the chairs?

Can you fit the tangram pieces into the outlines of the lobster, yacht and cyclist?

How many balls of modelling clay and how many straws does it take to make these skeleton shapes?

Have you ever tried tessellating capital letters? Have a look at these examples and then try some for yourself.

The image in this problem is part of a piece of equipment found in the playground of a school. How would you describe it to someone over the phone?

A game for 2 players. Given a board of dots in a grid pattern, players take turns drawing a line by connecting 2 adjacent dots. Your goal is to complete more squares than your opponent.

Can you split each of the shapes below in half so that the two parts are exactly the same?

Problem solving is at the heart of the NRICH site. All the problems give learners opportunities to learn, develop or use mathematical concepts and skills. Read here for more information.

On the graph there are 28 marked points. These points all mark the vertices (corners) of eight hidden squares. Can you find the eight hidden squares?