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.

A introduction to how patterns can be deceiving, and what is and is not a proof.

Some puzzles requiring no knowledge of knot theory, just a careful inspection of the patterns. A glimpse of the classification of knots and a little about prime knots, crossing numbers and. . . .

Choose a couple of the sequences. Try to picture how to make the next, and the next, and the next... Can you describe your reasoning?

In this 7-sandwich: 7 1 3 1 6 4 3 5 7 2 4 6 2 5 there are 7 numbers between the 7s, 6 between the 6s etc. The article shows which values of n can make n-sandwiches and which cannot.

Advent Calendar 2011 - a mathematical activity for each day during the run-up to Christmas.

Powers of numbers behave in surprising ways. Take a look at some of these and try to explain why they are true.

This jar used to hold perfumed oil. It contained enough oil to fill granid silver bottles. Each bottle held enough to fill ozvik golden goblets and each goblet held enough to fill vaswik crystal. . . .

The first of two articles on Pythagorean Triples which asks how many right angled triangles can you find with the lengths of each side exactly a whole number measurement. Try it!

Liam's house has a staircase with 12 steps. He can go down the steps one at a time or two at time. In how many different ways can Liam go down the 12 steps?

If you know the sizes of the angles marked with coloured dots in this diagram which angles can you find by calculation?

We have exactly 100 coins. There are five different values of coins. We have decided to buy a piece of computer software for 39.75. We have the correct money, not a penny more, not a penny less! Can. . . .

Spotting patterns can be an important first step - explaining why it is appropriate to generalise is the next step, and often the most interesting and important.

When number pyramids have a sequence on the bottom layer, some interesting patterns emerge...

Carry out cyclic permutations of nine digit numbers containing the digits from 1 to 9 (until you get back to the first number). Prove that whatever number you choose, they will add to the same total.

Eight children enter the autumn cross-country race at school. How many possible ways could they come in at first, second and third places?

Use the numbers in the box below to make the base of a top-heavy pyramid whose top number is 200.

This is the second of two articles and discusses problems relating to the curvature of space, shortest distances on surfaces, triangulations of surfaces and representation by graphs.

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 with. . . .

Here are some examples of 'cons', and see if you can figure out where the trick is.

Write down a three-digit number Change the order of the digits to get a different number Find the difference between the two three digit numbers Follow the rest of the instructions then try. . . .

This is the second article on right-angled triangles whose edge lengths are whole numbers.

I start with a red, a green and a blue marble. I can trade any of my marbles for two others, one of each colour. Can I end up with five more blue marbles than red after a number of such trades?

Six points are arranged in space so that no three are collinear. How many line segments can be formed by joining the points in pairs?

Nine cross country runners compete in a team competition in which there are three matches. If you were a judge how would you decide who would win?

From a group of any 4 students in a class of 30, each has exchanged Christmas cards with the other three. Show that some students have exchanged cards with all the other students in the class. How. . . .

I start with a red, a blue, a green and a yellow marble. I can trade any of my marbles for three others, one of each colour. Can I end up with exactly two marbles of each colour?

Arrange the numbers 1 to 16 into a 4 by 4 array. Choose a number. Cross out the numbers on the same row and column. Repeat this process. Add up you four numbers. Why do they always add up to 34?

What does logic mean to us and is that different to mathematical logic? We will explore these questions in this article.

A little bit of algebra explains this 'magic'. Ask a friend to pick 3 consecutive numbers and to tell you a multiple of 3. Then ask them to add the four numbers and multiply by 67, and to tell you. . . .

Take any whole number between 1 and 999, add the squares of the digits to get a new number. Make some conjectures about what happens in general.

What can you say about the angles on opposite vertices of any cyclic quadrilateral? Working on the building blocks will give you insights that may help you to explain what is special about them.

This addition sum uses all ten digits 0, 1, 2...9 exactly once. Find the sum and show that the one you give is the only possibility.

In the following sum the letters A, B, C, D, E and F stand for six distinct digits. Find all the ways of replacing the letters with digits so that the arithmetic is correct.

Find the area of the annulus in terms of the length of the chord which is tangent to the inner circle.

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.

Consider the equation 1/a + 1/b + 1/c = 1 where a, b and c are natural numbers and 0 < a < b < c. Prove that there is only one set of values which satisfy this equation.

Semicircles are drawn on the sides of a rectangle ABCD. A circle passing through points ABCD carves out four crescent-shaped regions. Prove that the sum of the areas of the four crescents is equal to. . . .

Points A, B and C are the centres of three circles, each one of which touches the other two. Prove that the perimeter of the triangle ABC is equal to the diameter of the largest circle.

There are four children in a family, two girls, Kate and Sally, and two boys, Tom and Ben. How old are the children?

What happens when you add three numbers together? Will your answer be odd or even? How do you know?

Imagine we have four bags containing a large number of 1s, 4s, 7s and 10s. What numbers can we make?

Look at what happens when you take a number, square it and subtract your answer. What kind of number do you get? Can you prove it?

This article introduces the idea of generic proof for younger children and illustrates how one example can offer a proof of a general result through unpacking its underlying structure.

Imagine we have four bags containing numbers from a sequence. What numbers can we make now?

Look at three 'next door neighbours' amongst the counting numbers. Add them together. What do you notice?