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Broad Topics > Mathematics Education and Research > Enrichment

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Working with Highly Able Mathematicians

Stage: 1 and 2

In this article for teachers, Bernard describes ways to challenge higher-attaining children at primary level.

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Mathematical Ways to Spend Your Summer

Stage: 2, 3, 4 and 5

Here we look back at the year with NRICH and suggest mathematical summer holiday activities for students, parents and teachers.

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Advanced Scientific Mathematics

Stage: 5 Challenge Level: Challenge Level:1

This is the section of stemNRICH devoted to the advanced applied mathematics underlying the study of the sciences at higher levels

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Engnrich

Stage: 5 Challenge Level: Challenge Level:1

engNRICH is the area of the stemNRICH Advanced site devoted to the mathematics underlying the study of engineering

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Physnrich

Stage: 4 and 5 Challenge Level: Challenge Level:1

PhysNRICH is the area of the StemNRICH site devoted to the mathematics underlying the study of physics

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Chemnrich

Stage: 4 and 5 Challenge Level: Challenge Level:1

chemNRICH is the area of the stemNRICH site devoted to the mathematics underlying the study of chemistry, designed to help develop the mathematics required to get the most from your study. . . .

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Teachers Using NRICH 2

Stage: 3 and 4

Kirsti Ashworth, an NRICH Teacher Fellow, talks about her experiences of using rich tasks.

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Teachers Using NRICH 3

Stage: 3 and 4

Sharon Walter, an NRICH teacher fellow, talks about her experiences of trying to embed NRICH tasks into her everyday practice.

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Teachers Using NRICH 1

Stage: 3 and 4

Peter Hall was one of four NRICH Teacher Fellows who worked on embedding NRICH materials into their teaching. In this article, he writes about his experiences of working with students at Key. . . .

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Two Heads Are Better Than One

Stage: 1, 2 and 3

An article that reminds us about the value and importance of communication in the mathematics classroom.

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Integrating Rich Tasks - Activity 4.3

Stage: 1 and 2

This professional development activity is designed to help you assess your embedding of rich tasks into the curriculum and, in particular, think about what to do next

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Integrating Rich Tasks - Activity 4.2

Stage: 1 and 2

This professional development activity is designed to help you assess your embedding of rich tasks into the curriculum through evaluating a theme

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Integrating Rich Tasks - Activity 1.4

Stage: 1 and 2

This professional development activity encourages you to investigate how rich tasks and problem solving link together.

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Bionrich

Stage: 4 and 5 Challenge Level: Challenge Level:1

bioNRICH is the area of the stemNRICH site devoted to the mathematics underlying the study of the biological sciences, designed to help develop the mathematics required to get the most from your. . . .

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Integrating Rich Tasks - Activity 2.1

Stage: 1 and 2

This professional development activity looks at what teachers can do to support learners engaging with rich tasks

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Integrating Rich Tasks - Activity 1.5

Stage: 1 and 2

This professional development activity encourages you to investigate what pupils are doing when they problem solving.

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Integrating Rich Tasks - Activity 1.3

Stage: 1 and 2

This professional development activity encourages you to investigate what is meant by higher-order thinking skills.

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Integrating Rich Tasks - Activity 1.2

Stage: 1 and 2

These two tasks are designed to support professional development on integrating rich tasks. You are asked to think about what problems that encourage Higher Order Thinking Skills look like.

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Integrating Rich Tasks - Activity 1.1

Stage: 1 and 2

This is activity 1.1 in the series of activities designed to support professional development through integrating rich tasks. This activity looks specifically at what makes an activity "rich".

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Crossing Bridges

Stage: 1, 2, 3, 4 and 5

An article for teachers based on a lecture and workshop activities at the NZAMT conference in New Zealand 2007

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Generating Curiosity in Mathematics Learning

Charlie Gilderdale discusses ways to encourage students to learn to function mathematically and use higher order thinking skills.

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What's Inside/outside/under the Box?

Stage: 2 and 3

This article describes investigations that offer opportunities for children to think differently, and pose their own questions, about shapes.

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Outside the Box

Stage: 2 and 3

This article explores the links between maths, art and history, and suggests investigations that are enjoyable as well as challenging.

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Interacting with the Geometry of the Circle

Stage: 1, 2, 3 and 4

Jennifer Piggott and Charlie Gilderdale describe a free interactive circular geoboard environment that can lead learners to pose mathematical questions.

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Exploring the Challenge of Online Mediation

This reports on students’ responses to a mathematical problem from the NRICH website. In particular, we were interested in students’ responses to a question that provided an. . . .

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Using Non-standard Problems to Challenge Pre-conceptions

This paper explores the value of using problems as a way of challenging children’s mathematical pre-conceptions and problems' potential for extending their knowledge and understanding. It. . . .

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Developing a Framework for Mathematical Enrichment

This paper considers the key aspects of mathematics enrichment and how the content and design of trails (as well as the NRICH site itself) has been influenced by, and built upon, these philosophies.

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Enrichment at NRICH

At NRICH our work has always focused on problem solving and enrichment, and we have recently been considering in some depth what we mean by these two ideas and how they impinge on children’s. . . .

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Enriching Patterns

Stage: 1, 2, 3 and 4

Following on from a workshop at an MA Easter conference, Jennifer and Jenni talked about the way in which the website is made more accessible to teachers who want to plan threads of. . . .

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Mathematics Enrichment: What Is it and Who Is it For?

A paper published at the BERA annual conference in Manchester, September 2004.

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Maths Trails

Stage: 2 and 3

The NRICH team are always looking for new ways to engage teachers and pupils in problem solving. Here we explain the thinking behind maths trails.

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MEI 2005

Stage: 1, 2, 3, 4 and 5

Presentation given at the MEI conference in Reading 2005