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.

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!

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. . . .

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

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. . . .

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.

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.

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

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

What happens to the perimeter of triangle ABC as the two smaller circles change size and roll around inside the bigger circle?

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

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.

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.

Pick a square within a multiplication square and add the numbers on each diagonal. What do you notice?

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. . . .

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

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

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?

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

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

Patterns that repeat in a line are strangely interesting. How many types are there and how do you tell one type from another?

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?

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

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.

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 record. . . .

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.

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. . . .

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. . . .

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.

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.

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. . . .

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. . . .

Three dice are placed in a row. Find a way to turn each one so that the three numbers on top of the dice total the same as the three numbers on the front of the dice. Can you find all the ways to do. . . .

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?

Which set of numbers that add to 10 have the largest product?

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.

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. . . .

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?

Here are three 'tricks' to amaze your friends. But the really clever trick is explaining to them why these 'tricks' are maths not magic. Like all good magicians, you should practice by trying. . . .

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?

Investigate circuits and record your findings in this simple introduction to truth tables and logic.

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

Caroline and James pick sets of five numbers. Charlie chooses three of them that add together to make a multiple of three. Can they stop him?

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.

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.