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. . . .

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. . . .

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

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

Can you fit the tangram pieces into the outline of this telephone?

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?

Can you fit the tangram pieces into the outline of Little Fung at the table?

This problem invites you to build 3D shapes using two different triangles. Can you make the shapes from the pictures?

Can you fit the tangram pieces into the outlines of these clocks?

Can you fit the tangram pieces into the outlines of these people?

Can you fit the tangram pieces into the outline of this brazier for roasting chestnuts?

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

Can you fit the tangram pieces into the outline of Little Ming playing the board game?

Exchange the positions of the two sets of counters in the least possible number of moves

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

What happens when you try and fit the triomino pieces into these two grids?

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

Paint a stripe on a cardboard roll. Can you predict what will happen when it is rolled across a sheet of paper?

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. . . .

How many different triangles can you make on a circular pegboard that has nine pegs?

Eight children each had a cube made from modelling clay. They cut them into four pieces which were all exactly the same shape and size. Whose pieces are the same? Can you decide who made each set?

Can you fit the tangram pieces into the outline of this junk?

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. . . .

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

Can you fit the tangram pieces into the outline of the child walking home from school?

Can you fit the tangram pieces into the outline of the telescope and microscope?

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.

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?

Can you fit the tangram pieces into the outline of Wai Ping, Wah Ming and Chi Wing?

Can you see why 2 by 2 could be 5? Can you predict what 2 by 10 will be?

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.

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 outlines of Mai Ling and Chi Wing?

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

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.

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

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

Imagine a 3 by 3 by 3 cube. If you and a friend drill holes in some of the small cubes in the ways described, how many will have holes drilled through them?

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

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?

Can you fit the tangram pieces into the outline of these rabbits?

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!

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

Make a cube out of straws and have a go at this practical challenge.