How can we as teachers begin to introduce 3D ideas to young children? Where do they start? How can we lay the foundations for a later enthusiasm for working in three dimensions?

Is it possible to remove ten unit cubes from a 3 by 3 by 3 cube made from 27 unit cubes so that the surface area of the remaining solid is the same as the surface area of the original 3 by 3 by 3. . . .

Find all the ways to cut out a 'net' of six squares that can be folded into a cube.

A half-cube is cut into two pieces by a plane through the long diagonal and at right angles to it. Can you draw a net of these pieces? Are they identical?

Here are some pictures of 3D shapes made from cubes. Can you make these shapes yourself?

This problem is about investigating whether it is possible to start at one vertex of a platonic solid and visit every other vertex once only returning to the vertex you started at.

The challenge for you is to make a string of six (or more!) graded cubes.

You have 27 small cubes, 3 each of nine colours. Use the small cubes to make a 3 by 3 by 3 cube so that each face of the bigger cube contains one of every colour.

Can you make a 3x3 cube with these shapes made from small cubes?

Can you mentally fit the 7 SOMA pieces together to make a cube? Can you do it in more than one way?

Here are four cubes joined together. How many other arrangements of four cubes can you find? Can you draw them on dotty paper?

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

In this investigation, you must try to make houses using cubes. If the base must not spill over 4 squares and you have 7 cubes which stand for 7 rooms, what different designs can you come up with?

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. . . .

The second in a series of articles on visualising and modelling shapes in the history of astronomy.

A tennis ball is served from directly above the baseline (assume the ball travels in a straight line). What is the minimum height that the ball can be hit at to ensure it lands in the service area?

This article, written for teachers, looks at the different kinds of recordings encountered in Primary Mathematics lessons and the importance of not jumping to conclusions!

This article explores ths history of theories about the shape of our planet. It is the first in a series of articles looking at the significance of geometric shapes in the history of astronomy.

This article (the first of two) contains ideas for investigations. Space-time, the curvature of space and topology are introduced with some fascinating problems to explore.