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 develops the idea of 'ten-ness' as an important element of place value.
This article outlines some of the benefits of using dice games in the classroom, especially as a tool for formative assessment.
In this article for teachers, Lynne explains the difference between 'rich tasks' and 'low threshold high ceiling' tasks, using examples from the website.
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.
This article explores the basic foundations of number sense and outlines relevant research in this area.
This article looks at how models support mathematical thinking about numbers and the number system
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.
Bernard's article reminds us of the richness of using dice for number, shape and probability.
This article outlines how strategy games can help children develop logical thinking, using examples from the NRICH website.
This article for teachers gives some food for thought when teaching
ideas about area.
Bernard Bagnall describes how to get more out of some favourite
This article offers you practical ways to investigate aspects of your classroom culture.
This article for primary teachers encourages exploration of two fundamental ideas, exchange and 'unitising', which will help children become more fluent when calculating.
Bernard Bagnall recommends some primary school problems which use
numbers from the environment around us, from clocks to house
This article explores the use of the array to support children's thinking around multiplication and division.
This article for teachers describes an activity which encourages
meaningful data collection, display and interpretation.
Bernard Bagnall discusses the importance of valuing young
children's mathematical representations in this article for
Is problem solving at the heart of your curriculum? In this article for teachers, Lynne explains why it should be.
Bernard Bagnall looks at what 'problem solving' might really mean
in the context of primary classrooms.
In this article for teachers, Jenni Back offers research-based guidance about the use of manipulatives in the classroom.
In this article for teachers, Bernard describes ways to challenge higher-attaining children at primary level.
This article for teachers suggests a range of activities to help children get better at working in groups.
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 teachers, Jennie Pennant outlines how group-worthy tasks support the development of children's problem-solving skills.
This article, written for teachers, discusses the merits of different kinds of resources: those which involve exploration and those which centre on calculation.
In this article for teachers, Bernard gives an example of taking an
initial activity and getting questions going that lead to other
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!
In this article, the NRICH team describe the process of selecting solutions for publication on the site.
What does logic mean to us and is that different to mathematical logic? We will explore these questions in this article.
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.
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.
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.
This article, written by Dr. Sue Gifford, evaluates the Early Learning Numbers Goal in England, in the light of research.
In this article we outline how cubes can support children in working mathematically and draw attention to tasks which exemplify this.
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 primary teachers, discusses what we mean by 'problem-solving skills' and draws attention to NRICH tasks which can help develop specific skills.
This article for primary teachers suggests ways in which we can help learners move from being novice reasoners to expert reasoners.
By following through the threads of algebraic thinking discussed in this article, we can ensure that children's mathematical experiences follow a continuous progression.
This article for primary teachers uses Young Mathematicians' Award tasks as contexts in which to develop learners' problem-solving and group-working skills.