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Understanding Hypotheses
Stage: 3, 4 and 5
This article explores the process of making and testing hypotheses.
Integrating Rich Tasks - Introduction
Stage: 1 and 2
This is the introductory page of a set of resources designed to support teachers in using rich tasks in their daily mathematics lesson.
Adding and Subtracting Positive and Negative Numbers
Stage: 3 and 4
How can we help students make sense of addition and subtraction of negative numbers?
Spaces for Exploration
Stage: 3 and 4
Alf Coles writes about how he tries to create 'spaces for exploration' for the students in his classrooms.
High Jumping
Stage: 4
How high can a high jumper jump? How can a high jumper jump higher without jumping higher? Read on...
Multiplication of Vectors
Stage: 5
An account of multiplication of vectors, both scalar products and vector products.
Vectors - What Are They?
Stage: 5
The article provides a summary of the elementary ideas about vectors usually met in school mathematics, describes what vectors are and how to add, subtract and multiply them by scalars and indicates. . . .
Enriching Networks, Inspiring Teachers
Stage: 3 and 4
Here are examples of how two schools set about the task of ensuring that problem solving was an integral part of their curriculum.
Ancient Astronomical Terms
Stage: 3, 4 and 5
Some explanations of basic terms and some phenomena discovered by ancient astronomers
History of Trigonometry Part 2
Stage: 3, 4 and 5
The second of three articles on the History of Trigonometry.
The History of Trigonometry- Part 1
Stage: 2, 3, 4 and 5
The first of three articles on the History of Trigonometry. This takes us from the Egyptians to early work on trigonometry in China.
Assessing Pupil Progress (APP) and NRICH Resources
Stage: 1, 2, 3, 4 and 5
In this article Jenny talks about Assessing Pupils' Progress and the use of NRICH problems.
A Student's Journey Into Rich Mathematics
Stage: 5
Follow the mathematical journey of a sixth-former as she spent four weeks working on NRICH problems
Investigating Solids with Face-transitivity
Stage: 4 and 5
In this article, we look at solids constructed using symmetries of their faces.
Nriching Mathematics in Haringey
Stage: 1 and 2
This article for teachers describes a joint project with Haringey Local Authority and NRICH to support improving using and applying mathematics, reasoning and creativity.
CPD Support Using Rich Mathematical Tasks
Stage: 1 and 2
Liz Woodham describes a project working with three primary schools which aimed to improve mathematics teaching and learning, and to trial and refine an online professional development resource.
Positive about Negative Numbers
Stage: 1 and 2
In this article for teachers, Liz Woodham describes resources on NRICH that can help primary-aged children get to grips with negative numbers.
Going for Games
Stage: 1 and 2
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.
Working with Luke
Stage: 1 and 2
In this article for teachers, Liz Woodham describes conversations with Luke, aged 7, as they worked on some mathematics together.
Changing Perceptions
Stage: 3 and 4
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,. . . .
Using Rich Tasks for the First Time
Stage: 2, 3, 4 and 5
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. . . .
Optimising Input - Maximising Output
Stage: 3, 4 and 5
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. . . .
Using Rich Tasks in an Objective Led Culture
Stage: 2, 3 and 4
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. . . .
Breaking the Equation ' Empirical Argument = Proof '
Stage: 2, 3, 4 and 5
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.
What's All the Talking About?
Stage: 1, 2, 3 and 4
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.
AC/DC Circuits
Stage: 5
This article, including exercises, gives a thorough grounding in the topic of AC/DC circuits.
Who Is an Engineer? A Quick Perspective After One Year of a University Engineering Course
Stage: 5
Doug has just finished the first year of his undergraduate engineering course at Cambridge University. Here he gives his perspectives on engineering.
Inspect Your Gadgets
Stage: 5
Read about the mathematics behind the measuring devices used in quantitative chemistry
Genetic Intrigue
Stage: 5
Dip your toe into the fascinating topic of genetics. From Mendel's theories to some cutting edge experimental techniques, this article gives an insight into some of the processes underlying. . . .
Reaction Rates!
Stage: 5
Fancy learning a bit more about rates of reaction, but don't know where to look? Come inside and find out more...
The Power of Dimensional Analysis
Stage: 5
An introduction to a useful tool to check the validity of an equation.
Modelling Assumptions in Mechanics
Stage: 5
An article demonstrating mathematically how various physical modelling assumptions affect the solution to the seemingly simple problem of the projectile.
Enriching Classrooms, Inspiring Learning
Stage: 3 and 4
Teachers who participated in an NRICH workshop produced some posters suggesting how they might use a tessellation interactivity in a range of situations.
Engaging Students, Developing Confidence, Promoting Independence
Stage: 1, 2, 3, 4 and 5
Ideas to support mathematics teachers who are committed to nurturing confident, resourceful and enthusiastic learners.
A Problem Is a Problem for All That
Stage: 2, 3 and 4
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.
The Development of Algebra - 2
Stage: 3, 4 and 5
This is the second article in a two part series on the history of Algebra from about 2000 BCE to about 1000 CE.
Teachers Using NRICH 4
Stage: 1 and 2
Vicki Pike was one of four NRICH Teacher Fellows who worked on embedding NRICH materials into their teaching. In this article, she writes about her experiences of working with students at Key. . . .
The Development of Algebra - 1
Stage: 3, 4 and 5
This is the first of a two part series of articles on the history of Algebra from about 2000 BCE to about 1000 CE.
Thinking Through, and By, Visualising
Stage: 2, 3 and 4
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. . . .
Teachers Using NRICH 2
Stage: 3 and 4
Kirsti Ashworth, an NRICH Teacher Fellow, talks about her experiences of using rich tasks.
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.
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. . . .
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.
Geometry: A History from Practice to Abstraction
Stage: 3, 4 and 5
This article for students and teachers gives a brief history of the development of Geometry.
Telescoping Functions
Stage: 5
Take a complicated fraction with the product of five quartics top and bottom and reduce this to a whole number. This is a numerical example involving some clever algebra.
Divisibility Tests
Stage: 3, 4 and 5
Tim Rowland takes the reader through divisibility tests and how they work. An article to read with pencil and paper to hand.
Copyright © 2007. University of Cambridge. All rights reserved.
NRICH is part of the family of activities in the Millennium Mathematics Project, which also includes the Plus and Motivate sites.
email: nrich@damtp.cam.ac.uk
