This is an interactivity in which you have to sort into the correct order the steps in the proof of the formula for the sum of a geometric series.

Use this interactivity to sort out the steps of the proof of the formula for the sum of an arithmetic series. The 'thermometer' will tell you how you are doing

Explore what happens when you draw graphs of quadratic equations with coefficients based on a geometric sequence.

Can you see how this picture illustrates the formula for the sum of the first six cube numbers?

Can you work through these direct proofs, using our interactive proof sorters?

Generalise the sum of a GP by using derivatives to make the coefficients into powers of the natural numbers.

This is an interactivity in which you have to sort the steps in the completion of the square into the correct order to prove the formula for the solutions of quadratic equations.

A serious but easily readable discussion of proof in mathematics with some amusing stories and some interesting examples.

Take a complicated fraction with the product of five quartics top and bottom and reduce this to a whole number. This is a numerical example involving some clever algebra.

In this third of five articles we prove that whatever whole number we start with for the Happy Number sequence we will always end up with some set of numbers being repeated over and over again.

The final of five articles which containe the proof of why the sequence introduced in article IV either reaches the fixed point 0 or the sequence enters a repeating cycle of four values.

This article looks at knight's moves on a chess board and introduces you to the idea of vectors and vector addition.

Start with any whole number N, write N as a multiple of 10 plus a remainder R and produce a new whole number N'. Repeat. What happens?

This article discusses how every Pythagorean triple (a, b, c) can be illustrated by a square and an L shape within another square. You are invited to find some triples for yourself.

Peter Zimmerman, a Year 13 student at Mill Hill County High School in Barnet, London wrote this account of modulus arithmetic.

An account of methods for finding whether or not a number can be written as the sum of two or more squares or as the sum of two or more cubes.

Take a number, add its digits then multiply the digits together, then multiply these two results. If you get the same number it is an SP number.

An article which gives an account of some properties of magic squares.

Solve this famous unsolved problem and win a prize. Take a positive integer N. If even, divide by 2; if odd, multiply by 3 and add 1. Iterate. Prove that the sequence always goes to 4,2,1,4,2,1...

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. . . .

Professor Korner has generously supported school mathematics for more than 30 years and has been a good friend to NRICH since it started.

The first of five articles concentrating on whole number dynamics, ideas of general dynamical systems are introduced and seen in concrete cases.

Show that if you add 1 to the product of four consecutive numbers the answer is ALWAYS a perfect square.

To find the integral of a polynomial, evaluate it at some special points and add multiples of these values.

Find all positive integers a and b for which the two equations: x^2-ax+b = 0 and x^2-bx+a = 0 both have positive integer solutions.

A polite number can be written as the sum of two or more consecutive positive integers. Find the consecutive sums giving the polite numbers 544 and 424. What characterizes impolite numbers?

The sum of any two of the numbers 2, 34 and 47 is a perfect square. Choose three square numbers and find sets of three integers with this property. Generalise to four integers.

The nth term of a sequence is given by the formula n^3 + 11n . Find the first four terms of the sequence given by this formula and the first term of the sequence which is bigger than one million. . . .

What can you say about the common difference of an AP where every term is prime?

Show that x = 1 is a solution of the equation x^(3/2) - 8x^(-3/2) = 7 and find all other solutions.

Prove that you cannot form a Magic W with a total of 12 or less or with a with a total of 18 or more.

The country Sixtania prints postage stamps with only three values 6 lucres, 10 lucres and 15 lucres (where the currency is in lucres).Which values cannot be made up with combinations of these postage. . . .

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

When if ever do you get the right answer if you add two fractions by adding the numerators and adding the denominators?

Suppose A always beats B and B always beats C, then would you expect A to beat C? Not always! What seems obvious is not always true. Results always need to be proved in mathematics.

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!

Find all real solutions of the equation (x^2-7x+11)^(x^2-11x+30) = 1.

It is impossible to trisect an angle using only ruler and compasses but it can be done using a carpenter's square.

This article extends the discussions in "Whole number dynamics I". Continuing the proof that, for all starting points, the Happy Number sequence goes into a loop or homes in on a fixed point.

We continue the discussion given in Euclid's Algorithm I, and here we shall discover when an equation of the form ax+by=c has no solutions, and when it has infinitely many solutions.

What fractions can you divide the diagonal of a square into by simple folding?

Can you make sense of these three proofs of Pythagoras' Theorem?

Have a go at being mathematically negative, by negating these statements.

Can the pdfs and cdfs of an exponential distribution intersect?

Can you rearrange the cards to make a series of correct mathematical statements?

Sort these mathematical propositions into a series of 8 correct statements.

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.