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Liz Woodham describes a project with four primary/first schools in the East of England, focusing on rich mathematical tasks and funded by the NCETM.
NRICH website full of rich tasks and guidance. We want teachers to use what we have to offer having a real sense of what we mean by rich tasks and what that might imply about classroom practice.
In this article for teachers, Alan Parr looks at ways that mathematics teaching and learning can start from the useful and interesting things can we do with the subject, including modelling scientific enquiry.
John Mason describes the thinking behind this month's tasks.
In this article for primary teachers we consider in depth when we might reason which helps us understand what reasoning 'looks like'.
This article for primary teachers suggests ways in which we can help learners move from being novice reasoners to expert reasoners.
In this very brief article, the NRICH Team outlines what they understand by the term 'rich mathematics'.
This article describes the scope for practical exploration of tessellations both in and out of the classroom. It seems a golden opportunity to link art with maths, allowing the creative side of your children to take over.
In this article for teachers, Bernard gives an example of taking an initial activity and getting questions going that lead to other explorations.
In this article for EY practitioners, Dr Sue Gifford outlines what we mean by subitising and how we can teach it.
How can teachers stimulate and engage highly able mathematicians in school
This page, and the accompanying webinar recording, suggests ways in which teachers can help students to work more collaboratively.
How and why should we identify Exceptionally Mathematically Able children? What do they say and do that leads us to know that they are exceptional?
This article for teachers explains why geoboards are such an invaluable resource and introduces several tasks which make use of them.
This article introduces the idea of generic proof for younger children and illustrates how one example can offer a proof of a general result through unpacking its underlying structure.
This article for primary teachers outlines how using counters can support mathematical teaching and learning.
In this article we outline how cubes can support children in working mathematically and draw attention to tasks which exemplify this.
The first of two articles for teachers explaining how to include talk in maths presentations.