Rich tasks open up mathematics. They transform the subject from a
collection of memorised procedures and facts into a living,
connected whole. Rich tasks allow the learner to 'get inside' the
mathematics. The resulting learning process is far more
interesting, engaging and powerful; it is also far more likely to
lead to a lasting assimilation of the material for use in both
further mathematical study and the wider context of
applications.
Current research evidence indicates that students who are given
opportunities to work on their problem solving skills enjoy the
subject more, are more confident and are more likely to continue
studying mathematics, or mathematically related subjects, beyond
the age of 16. Most importantly to some, there is also evidence
that they do at least as well in standard tests such as
GCSEs and A-levels.
Rich tasks can enable students to work mathematically by allowing
them to:
Step into activities even when the route to a solution is
initially unclear
Get started and explore because the tasks are accessible to
pupils of wide ranging abilities
Pose as well as solve problems, make conjectures
Work at a range of levels
Extend knowledge or apply knowledge in new contexts
Work successfully when using different methods
Broaden their problem-solving skills
Deepen and broaden mathematical content knowledge
See and make sense of underlying principles or make connections
between different areas of mathematics
Work within include intriguing contexts
Observe other people being mathematical or see the role of
mathematics within cultural settings
The NRICH website is full of freely available rich tasks and
advice on how to use them.