Explore the continued fraction: 2+3/(2+3/(2+3/2+...)) What do you notice when successive terms are taken? What happens to the terms if the fraction goes on indefinitely?

Fractional calculus is a generalisation of ordinary calculus where you can differentiate n times when n is not a whole number.

In this article we show that every whole number can be written as a continued fraction of the form k/(1+k/(1+k/...)).

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

An iterative method for finding the value of the Golden Ratio with explanations of how this involves the ratios of Fibonacci numbers and continued fractions.

A circle has centre O and angle POR = angle QOR. Construct tangents at P and Q meeting at T. Draw a circle with diameter OT. Do P and Q lie inside, or on, or outside this circle?

Imagine two identical cylindrical pipes meeting at right angles and think about the shape of the space which belongs to both pipes. Early Chinese mathematicians call this shape the mouhefanggai.

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.

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. . . .

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...

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.

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

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.

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.

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.

Peter Zimmerman from Mill Hill County High School in Barnet, London gives a neat proof that: 5^(2n+1) + 11^(2n+1) + 17^(2n+1) is divisible by 33 for every non negative integer n.

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.

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

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

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.

We only need 7 numbers for modulus (or clock) arithmetic mod 7 including working with fractions. Explore how to divide numbers and write fractions in modulus arithemtic.

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

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?

A point moves around inside a rectangle. What are the least and the greatest values of the sum of the squares of the distances from the vertices?

A blue coin rolls round two yellow coins which touch. The coins are the same size. How many revolutions does the blue coin make when it rolls all the way round the yellow coins? Investigate for a. . . .

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. . . .

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.

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 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 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?

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.

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.

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?

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

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.

If you take two tests and get a marks out of a maximum b in the first and c marks out of d in the second, does the mediant (a+c)/(b+d)lie between the results for the two tests separately.

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

This problem is a sequence of linked mini-challenges leading up to the proof of a difficult final challenge, encouraging you to think mathematically. Starting with one of the mini-challenges, how. . . .

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

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

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