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In the process of working with some groups of teachers on using questions to promote mathematical thinking, the following table was developed. It provides examples of generic questions that can be used to guide children through a mathematical investigation, and at the same time prompt higher levels of thinking.
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 the issues they needed to consider and what they are doing to address them.
This article for teachers recounts the history of measurement, encouraging it to be used as a spring board for cross-curricular activity.
What might your first lesson with a new class look like? In this article, Cherri Moseley makes some suggestions for primary teachers.
Ranging from kindergarten mathematics to the fringe of research this informal article paints the big picture of number in a non technical way suitable for primary teachers and older students.
What are rich tasks and why do they matter?
Dr James Grime takes an Enigma machine in to schools. Here he describes how the code-breaking work of Turing and his contemporaries helped to win the war.
Written for teachers, this article discusses mathematical representations and takes, in the second part of the article, examples of reception children's own representations.
Here we describe the essence of a 'rich' mathematical task
This brief article, written for upper primary students and their teachers, explains what the Explore Learning Mathematicians' Award (formerly known as the Young Mathematicians' Award) is and links to all the related resources on NRICH.
This short article critiques the 'What to Expect, When' guidance, written for parents who want to find out more about their child's learning and development in the first five years.
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.
This article describes investigations that offer opportunities for children to think differently, and pose their own questions, about shapes.
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.
By following through the threads of algebraic thinking discussed in this article, we can ensure that children's mathematical experiences follow a continuous progression.
Most primary teachers are not maths specialists. Do letters seem threatening when they are not in words? How can we minimise what seems to be the difference between primary and secondary approaches to the beginning of algebra?
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.
An article for teachers and pupils that encourages you to look at the mathematical properties of similar games.
Some questions and prompts to encourage discussion about what experiences you want to give your pupils to help them reach their full potential in mathematics.
This article for teachers suggests ways in which dinosaurs can be a great context for discussing measurement.