Proof does have a place in Primary mathematics classrooms, we just need to be clear about what we mean by proof at this level.

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.

Use the information to describe these marbles. What colours must be on marbles that sparkle when rolling but are dark inside?

Four of these clues are needed to find the chosen number on this grid and four are true but do nothing to help in finding the number. Can you sort out the clues and find the number?

Use your logical reasoning to work out how many cows and how many sheep there are in each field.
This article invites you to get familiar with a strategic game called "sprouts". The game is simple enough for younger children to understand, and has also provided experienced mathematicians. . . .

Can you visualise whether these nets fold up into 3D shapes? Watch the videos each time to see if you were correct.
A paradox is a statement that seems to be both untrue and true at the same time. This article looks at a few examples and challenges you to investigate them for yourself.
Investigate circuits and record your findings in this simple introduction to truth tables and logic.
Learn about the link between logical arguments and electronic circuits. Investigate the logical connectives by making and testing your own circuits and fill in the blanks in truth tables to. . . .
What does logic mean to us and is that different to mathematical logic? We will explore these questions in this article.
This article stems from research on the teaching of proof and offers guidance on how to move learners from focussing on experimental arguments to mathematical arguments and deductive reasoning.