This article, written by Dr. Sue Gifford, evaluates the Early Learning Numbers Goal in England, in the light of research.
This article explores the basic foundations of number sense and outlines relevant research in this area.
This article develops the idea of 'ten-ness' as an important element of place value.
This article for primary teachers expands on the key ideas which underpin early number sense and place value, and suggests activities to support learners as they get to grips with these ideas.
This article looks at how models support mathematical thinking about numbers and the number system
Bernard Bagnall recommends some primary school problems which use numbers from the environment around us, from clocks to house numbers.
This article for primary teachers encourages exploration of two fundamental ideas, exchange and 'unitising', which will help children become more fluent when calculating.
This article explores the use of the array to support children's thinking around multiplication and division.
This article for primary teachers outlines how we can encourage children to create, identify, extend and explain number patterns and why being able to do so is useful.
In this article for primary teachers, Lynne McClure outlines what is meant by fluency in the context of number and explains how our selection of NRICH tasks can help.
By following through the threads of algebraic thinking discussed in this article, we can ensure that children's mathematical experiences follow a continuous progression.
In this article for teachers, Bernard Bagnall describes how to find digital roots and suggests that they can be worth exploring when confronted by a sequence of numbers.