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.

Basic strategy games are particularly suitable as starting points for investigations. Players instinctively try to discover a winning strategy, and usually the best way to do this is to analyse. . . .

Many natural systems appear to be in equilibrium until suddenly a critical point is reached, setting up a mudslide or an avalanche or an earthquake. In this project, students will use a simple. . . .

A brief video looking at how you can sometimes use symmetry to distinguish knots. Can you use this idea to investigate the differences between the granny knot and the reef knot?

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

This train line has two tracks which cross at different points. Can you find all the routes that end at Cheston?

This article for students gives some instructions about how to make some different braids.

This article for pupils gives an introduction to Celtic knotwork patterns and a feel for how you can draw them.

How does the time of dawn and dusk vary? What about the Moon, how does that change from night to night? Is the Sun always the same? Gather data to help you explore these questions.

A brief video explaining the idea of a mathematical knot.

Fancy a game of cricket? Here is a mathematical version you can play indoors without breaking any windows.

How many different journeys could you make if you were going to visit four stations in this network? How about if there were five stations? Can you predict the number of journeys for seven stations?

This article for students introduces the idea of naming knots using numbers. You'll need some paper and something to write with handy!

In this article for teachers, Alan Parr looks at ways that mathematics teaching and learning can start from the useful and interesting things can we do with the subject, including. . . .