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In this article, Alan Parr shares his experiences of the motivating effect sport can have on the learning of mathematics.
This article for primary teachers suggests ways in which to help children become better at working systematically.
Collection of articles for primary teachers
This article reports on a brief study concerning the algebraic fluency of highly performing UK mathematics students
This article for teachers describes NRICH's work with Creative Partnerships and three Bristol primary schools.
Liz Woodham describes a project with four primary/first schools in the East of England, focusing on rich mathematical tasks and funded by the NCETM.
In this article Liz Woodham reflects on just how much we really listen to learners’ own questions to determine the mathematical path of lessons.
BOOKING OPEN!! A FREE professional development day for NQTs.
In this article for teachers, Bernard describes ways to challenge higher-attaining children at primary level.
In this article, read about the thinking behind the September 2010 secondary problems and why we hope they will be an excellent selection for a new academic year.
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. . . .
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.
Group work depends on effective team work. This article describes attributes of effective team work and links to "Team Building" problems that can be used to develop learners' team working skills.
Members of the NRICH team are beginning to write blogs and this very short article is designed to put the reasoning behind this move in context.
Jennifer Piggott and Steve Hewson write about an area of teaching and learning mathematics that has been engaging their interest recently. As they explain, the word ‘trick’ can be applied to. . . .
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 Jenny talks about Assessing Pupils' Progress and the use of NRICH problems.
Alf and Tracy explain how the Kingsfield School maths department use common tasks to encourage all students to think mathematically about key areas in the 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 the criteria she uses to choose mathematical games for the classroom and shares some examples from NRICH.
In this article for teachers, Liz Woodham describes conversations with Luke, aged 7, as they worked on some mathematics together.
A group of teachers involved in embedding NRICH tasks into their everyday practice were keen to challenge common perceptions of mathematics and of teaching and learning mathematics. In this article,. . . .
The teachers involved in the Engaging Mathematics Projectwanted to embed rich tasks from the NRICH website into their curriculum for all KS3 and KS4 students. In this article, the teachers share. . . .
A group of teachers involved in embedding NRICH tasks into their everyday practice decided they needed to address the (im)balance between teacher and student activity in their classrooms. In. . . .
As teachers, we appreciate the need to have clear objectives at the start of lessons but have been aware of the limitations this sometimes seems to place on our ability to get the most out of using. . . .
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 fascinating article delves into the world of talk in the classroom and explains how an understanding of talking can really improve the learning of mathematics.
Teachers who participated in an NRICH workshop produced some posters suggesting how they might use a tessellation interactivity in a range of situations.
Ideas to support mathematics teachers who are committed to nurturing confident, resourceful and enthusiastic learners.
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.
Kirsti Ashworth, an NRICH Teacher Fellow, talks about her experiences of using rich tasks.
Sharon Walter, an NRICH teacher fellow, talks about her experiences of trying to embed NRICH tasks into her everyday practice.
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. . . .
An article that reminds us about the value and importance of communication in the mathematics classroom.
This gives a standard set of questions and tips for running rich tasks in the classroom.
Three free teacher Inspiration Days in Cambridge. Three professional development days available for Secondary Teachers.
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.
STEM students at university often encounter mathematical difficulties. This articles highlights the 8 key problems for biologists.
The mathematical content of A-level and GCSE is described, along with its relevance to science students
This professional development activity is designed to help you assess your embedding of rich tasks into the curriculum through peer observation
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.
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.
