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.

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

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

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.

A cube is made from smaller cubes, 5 by 5 by 5, then some of those cubes are removed. Can you make the specified shapes, and what is the most and least number of cubes required ?

Can you make a new type of fair die with 14 faces by shaving the corners off a cube?

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.

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?

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

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?

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. . . .

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!

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

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?

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. . . .

How can you represent the curvature of a cylinder on a flat piece of paper?