Calendars were one of the earliest calculating devices developed by civilizations. Find out about the Mayan calendar in this article.
This article for pupils explores what makes numbers special or lucky, and looks at the numbers that are all around us every day.
This article looks at how models support mathematical thinking about numbers and the number system
Find out about palindromic numbers by reading this article.
A brief article written for pupils about mathematical symbols.
When you think of spies and secret agents, you probably wouldn’t think of mathematics. Some of the most famous code breakers in history have been mathematicians.
As I was going to St Ives, I met a man with seven wives. Every wife had seven sacks, every sack had seven cats, every cat had seven kittens. Kittens, cats, sacks and wives, how many were going to St. . . .
Can you go through this maze so that the numbers you pass add to
This article for the young and old talks about the origins of our number system and the important role zero has to play in it.
Read all about Pythagoras' mathematical discoveries in this article written for students.
Can you find different ways of showing the same number? Try this matching game and see!
Surprise your friends with this magic square trick.
This article for teachers suggests teaching strategies and
resources that can help to develop children's number sense.
Once a basic number sense has developed for numbers up to ten, a
strong 'sense of ten' needs to be developed as a foundation for
both place value and mental calculations.
Helen Joyce interviews the neuropsychologist Brian Butterworth
whose research has shown that we are all born with a "built-in"
sense of cardinal number.
Marion Bond suggests that we try to imagine mathematical knowledge
as a broad crazy paving rather than a path of stepping stones.
There is no one right place to start and there is no one right
route. . . .
Marion Bond recommends that children should be allowed to use
'apparatus', so that they can physically handle the numbers
involved in their calculations, for longer, or across a wider
ability band,. . . .
Follow the directions for circling numbers in the matrix. Add all
the circled numbers together. Note your answer. Try again with a
different starting number. What do you notice?