Filter by: Content type: ALL Problems Articles Games Stage: All Stage 1&2 Stage 2&3 Stage 3&4 Stage 4&5 Challenge level:
This article for teachers suggests a range of activities to help children get better at working in groups.
This article for teachers describes NRICH's work with Creative Partnerships and three Bristol primary schools.
In this article for teachers, Bernard gives some background about the theme for November 2011's primary activities, which focus on analysing different approaches.
An article describing what LTHC tasks are, and why we think they're a good idea.
In this article, the NRICH team describe the process of selecting solutions for publication on the site.
In this article for teachers, Bernard describes ways to challenge higher-attaining children at primary level.
Jenny Piggott reflects on the event held to mark her retirement from the directorship of NRICH, but also on problem solving itself.
Bernard Bagnall looks at what 'problem solving' might really mean in the context of primary classrooms.
This is the second part of an article describing the ‘Enriching Mathematics’ project in Devon. The participating teachers describe NRICH activities they have tried with their learners.
It began in Devon in 2008. The Maths Team was keen to raise the profile of mathematics investigations and further promote mathematical thinking and problem solving in primary classes. Liz was invited. . . .
Two video clips of classes organised into groups to work on Counting Cogs.
A video clip of Jo Boaler talking about Complex Instruction.
Many NRICH tasks have been designed with group work in mind. Read about Jo Boaler's research on the benefits of collaborative work and watch a clip of a teacher working in this way.
In this article for teachers, Elizabeth Carruthers and Maulfry Worthington explore the differences between 'recording mathematics' and 'representing mathematical thinking'.
Here are examples of how two schools set about the task of ensuring that problem solving was an integral part of their curriculum.
In this article for teachers, Liz Woodham describes resources on NRICH that can help primary-aged children get to grips with negative numbers.
In this article for teachers, Liz Woodham describes conversations with Luke, aged 7, as they worked on some mathematics together.
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.
In this article, Jennifer Piggott talks about just a few of the problems with problems that make them such a rich source of mathematics and approaches to learning mathematics.
This is the section of stemNRICH devoted to the advanced applied mathematics underlying the study of the sciences at higher levels
This article is based on some of the ideas that emerged during the production of a book which takes visualising as its focus. We began to identify problems which helped us to take a structured view. . . .
Kirsti Ashworth, an NRICH Teacher Fellow, talks about her experiences of using rich tasks.
Need some help getting started with solving and thinking about rich tasks? Read on for some friendly advice.
The very problem with problems, namely that they should result in you being stuck, is at the heart of what problem-solving is about. In this article for teachers I talk about just a few of the. . . .
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
This professional development activity is designed to help you assess your embedding of rich tasks into the curriculum through evaluating a theme
This professional development activity encourages you to investigate how rich tasks and problem solving link together.
The aim of this professional development activity is to successfully integrate some rich tasks into your curriculum planning.
This professional development activity looks at what teachers can do to support learners engaging with rich tasks
This professional development activity encourages you to investigate what pupils are doing when they problem solving.
This professional development activity encourages you to investigate what is meant by higher-order thinking skills.
Creativity in the mathematics classroom is not just about what pupils do but also what we do as teachers. If we are thinking creatively about the mathematical experiences we offer our pupils we can. . . .
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. . . .
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. . . .
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.
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. . . .
..or ..life is never as straightforward as you think. Jenny Piggott and Jenni Back ask what are problem solving and mathematical thinking, and how do they relate to what we do in the classroom?
A paper published at the BERA annual conference in Manchester, September 2004.
Examining the role and nature of mediation that 'steps' pupils into problem solving and considering its value to an online mathematics enrichment environment
Being stuck is usually thought of as being a negative state of affairs. We want our pupils to succeed, not to struggle. Or do we? This article discusses why being stuck can be fruitful.
What are rich tasks and contexts and why do they matter?
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.
Presentation given at the MEI conference in Reading 2005
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. . . .
