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An outline of 'Everyday Maths', a project run by Bristol University, working with parents of Year 3/4 children.
Lynne McClure gives an overview of the ACME report 'Raising the bar: developing able young mathematicians', published in December 2012.
An article describing what LTHC tasks are, and why we think they're a good idea.
Here we look back at the year with NRICH and suggest mathematical summer holiday activities for students, parents and teachers.
Jenny Piggott reflects on the event held to mark her retirement from the directorship of NRICH, but also on problem solving itself.
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.
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. . . .
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.
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.
7 core tips for effective studying
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.
Doug has just finished the first year of his undergraduate engineering course at Cambridge University. Here he gives his perspectives on engineering.
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.
An article that reminds us about the value and importance of communication in the mathematics classroom.
Need some help getting started with solving and thinking about rich tasks? Read on for some friendly advice.
Here we describe the essence of a 'rich' mathematical task
This professional development activity is designed to help you assess your embedding of rich tasks into the curriculum through peer observation
Helen Joyce interviews the neuropsychologist Brian Butterworth whose research has shown that we are all born with a "built-in" sense of cardinal number.
Avril Crack describes how she went about planning and setting up a Maths trail for pupils in Bedfordshire.
Jenny Murray writes about the sessions she leads in schools for parents to work alongside children on mathematical problems, puzzles and games.
The second in a series, this article looks at the possible opportunities for children who operate from different intelligences to be involved in "typical" maths problems.
This article, the first in a series, discusses mathematical-logical intelligence as described by Howard Gardner.
Marion Bond recommends that children should be allowed to use 'apparatus', so that they can physically handle the numbers involved in their calculations, for longer, or across a wider ability band,. . . .
This article takes a closer look at some of the toys and games that can enhance a child's mathematical learning.
Marion Bond suggests that we try to imagine mathematical knowledge as a broad crazy paving rather than a path of stepping stones. There is no one right place to start and there is no one right route. . . .
