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?

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.

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. . . .

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?

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?

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

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. . . .

In a square in which the houses are evenly spaced, numbers 3 and 10 are opposite each other. What is the smallest and what is the largest possible number of houses in the square?

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?

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

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?

Move just three of the circles so that the triangle faces in the opposite direction.

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. . . .

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

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. 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.

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.

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.

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

This article for teachers describes how modelling number properties involving multiplication using an array of objects not only allows children to represent their thinking with concrete materials,. . . .

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?

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?

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. . . .

Imagine a wheel with different markings painted on it at regular intervals. Can you predict the colour of the 18th mark? The 100th mark?

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

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?

Can you predict when you'll be clapping and when you'll be clicking if you start this rhythm? How about when a friend begins a new rhythm at the same time?

This 100 square jigsaw is written in code. It starts with 1 and ends with 100. Can you build it up?

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?

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

This article introduces the idea of generic proof for younger children and illustrates how one example can offer a proof of a general result through unpacking its underlying structure.

A hundred square has been printed on both sides of a piece of paper. What is on the back of 100? 58? 23? 19?

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

Can you fit the tangram pieces into the outline of Little Ming and Little Fung dancing?

Create a pattern on the left-hand grid. How could you extend your pattern on the right-hand grid?

Here's a simple way to make a Tangram without any measuring or ruling lines.

Can you fit the tangram pieces into the outline of this sports car?

Can you fit the tangram pieces into the outline of this goat and giraffe?

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

What happens when you turn these cogs? Investigate the differences between turning two cogs of different sizes and two cogs which are the same.

This challenge involves eight three-cube models made from interlocking cubes. Investigate different ways of putting the models together then compare your constructions.

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.

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.

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

Use the three triangles to fill these outline shapes. Perhaps you can create some of your own shapes for a friend to fill?

Can you cut a regular hexagon into two pieces to make a parallelogram? Try cutting it into three pieces to make a rhombus!

Each of the nets of nine solid shapes has been cut into two pieces. Can you see which pieces go together?