This article for Primary and Secondary teachers is all about the mathematics behind solving puzzles, unravelling mysteries and breaking codes.
This article describes how the NRICH Early Years resources aim to further develop young children's natural problem-solving abilities in the context of mathematics.
In this article for Early Years practitioners, Dr Sue Gifford outlines ways to develop children's problem-solving strategies and confidence in problem solving.
This article for primary teachers suggests ways in which to help children become better at working systematically.
This article for teachers outlines different types of recording, depending on the purpose and audience.
Bernard Bagnall describes how to get more out of some favourite NRICH investigations.
This article outlines how strategy games can help children develop logical thinking, using examples from the NRICH website.
This article, written for teachers, discusses the merits of different kinds of resources: those which involve exploration and those which centre on calculation.
This article looks at how the National Curriculum aims of problem solving, reasoning and fluency can be embedded in geometry, using NRICH tasks.
Bernard Bagnall looks at what 'problem solving' might really mean in the context of primary classrooms.
This article for primary teachers suggests ways in which we can help learners move from being novice reasoners to expert reasoners.
This article, written for primary teachers, discusses what we mean by 'problem-solving skills' and draws attention to NRICH tasks which can help develop specific skills.
This article offers you practical ways to investigate aspects of your classroom culture.
In this article for Primary teachers, Ems explores three essential features of proof, all of which can be developed in the context of primary mathematics through talk.
Is problem solving at the heart of your curriculum? In this article for teachers, Lynne explains why it should be.
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.
In this article for primary teachers, we suggest ways in which children's solutions on the NRICH site can be used as a teaching resource in their own right.
Bernard Bagnall discusses the importance of valuing young children's mathematical representations in this article for teachers.
This article for teachers suggests a range of activities to help children get better at working in groups.
Becoming a mathematical problem solver really is the point of doing mathematics, so this article offers ideas and strategies to ensure that every lesson can be a problem solving lesson.
In this article for teachers, Jennie Pennant outlines how group-worthy tasks support the development of children's problem-solving skills.
This article for primary teachers discusses how we can help learners generalise and prove, using NRICH tasks as examples.
In this article for primary teachers we consider in depth when we might reason which helps us understand what reasoning 'looks like'.
This article, written for teachers, looks at the different kinds of recordings encountered in Primary Mathematics lessons and the importance of not jumping to conclusions!
This article for primary teachers uses National Young Mathematicians' Award tasks as contexts in which to develop learners' problem-solving and group-working skills.
In this article for teachers, Bernard uses some problems to suggest that once a numerical pattern has been spotted from a practical starting point, going back to the practical can help explain why the pattern occurs.