All types of mathematical problems serve a useful purpose in mathematics teaching, but different types of problem will achieve different learning objectives. In generalmore open-ended problems have greater potential.
What are rich tasks and contexts and why do they matter?
Here we describe the essence of a 'rich' mathematical task
This collection of articles, written by teachers, focus on their experiences of embedding NRICH materials into their everyday practice.
In this article, Jennifer Piggott talks about just a few of the problems with problems that make them such a rich source of mathematics and approaches to learning mathematics.
As teachers, we appreciate the need to have clear objectives at the start of lessons but have been aware of the limitations this sometimes seems to place on our ability to get the most out of using rich tasks. In this article we talk about how we managed this tension.
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.
Alf and Tracy explain how the Kingsfield School maths department use common tasks to encourage all students to think mathematically about key areas in the curriculum.
In this article, read about the thinking behind the September 2010 secondary problems and why we hope they will be an excellent selection for a new academic year.
This article explores the key features of a Low Threshold High Ceiling classroom.
In this article for teachers, we explain what is meant by Low Threshold High Ceiling tasks, and why we like them.