Primary Toughnuts

This article for teachers outlines different types of recording, depending on the purpose and audience.

This article, written by Dr. Sue Gifford, evaluates the Early Learning Numbers Goal in England, in the light of research.

Ruth Trundley outlines her doctoral research and concludes that development of an understanding of cardinality is a crucial element of counting that can be overlooked.

This article describes how one nursery setting focused on tidying up time as a context in which to explicitly target the development of number and calculation skills.

In this article, Janine Davenall reflects on children's personalised mathematical recordings as part of a small research project based in her Reception class.

This article explores the basic foundations of number sense and outlines relevant research in this area.

In this article for EY practitioners, Dr Sue Gifford outlines what we mean by subitising and how we can teach it.

This article develops the idea of 'ten-ness' as an important element of place value.

In this very brief article, the NRICH Team outlines what they understand by the term 'rich mathematics'.

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.

These games devised by Jenni Way use dot cards which will help children see the structure of numbers 1-6 and give them confidence as they begin to add and subtract these numbers.

In this article for EY practitioners, Dr Sue Gifford discusses children's early spatial thinking and how this predicts their mathematical understanding and achievement.

This article looks at how models support mathematical thinking about numbers and the number system

This article for teachers, parents and carers offers guidance on how learners can get the most out of the activities in our Maths at Home features.

These games use ten-frames to develop children's 'sense of ten'.

This article outlines some of the benefits of using dice games in the classroom, especially as a tool for formative assessment.

What might your first lesson with a new class look like? In this article, Cherri Moseley makes some suggestions for primary teachers.

In this article for primary teachers, Ems shares some common misconceptions surrounding the equals sign, and suggests ways to help learners develop their understanding.

This article for primary teachers suggests ways in which to help children become better at working systematically.

Lynne McClure gives an overview of the ACME report 'Raising the bar: developing able young mathematicians', published in December 2012.

The beginnings of understanding probability begin much earlier than you might think...

If you would like a new CD you would probably go into a shop and buy one using coins or notes. (You might need to do a bit of saving first!) However, this way of paying for the things you want did not always exist. Find out more ...

This professional development activity encourages you to investigate what is meant by higher-order thinking skills.

Once a basic number sense has developed for numbers up to ten, a strong 'sense of ten' needs to be developed as a foundation for both place value and mental calculations.

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 outlines how providing opportunities to engage with increasingly complex problems, and to communicate thinking, can help learners 'go deeper' with geometry.

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.

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.

Jenny Piggott reflects on the event held to mark her retirement from the directorship of NRICH, but also on problem solving itself.

This article for teachers suggests a range of activities to help children get better at working in groups.

Providing opportunities for children to participate in group narrative in our classrooms is vital. Their contrasting views lead to a high level of revision and improvement, and through this process they become more aware of "thinking". This article looks at the way we handle these narratives.

This professional development activity encourages you to investigate what pupils are doing when they problem solving.

While musing about the difficulties children face in comprehending number structure, notation, etc., it occured to the author that there is a vast array of occasions when numbers and signs are used in anomalous ways; often these are at the earliest stages, when they must be enormously confusing. However, they also frequently happen in adult situations.

Resources to accompany the Being Resilience collections.

In this article for teachers, Bernard describes ways to challenge higher-attaining children at primary level.

In this article for teachers, Jennie Pennant outlines how group-worthy tasks support the development of children's problem-solving skills.

Helen Joyce interviews the neuropsychologist Brian Butterworth whose research has shown that we are all born with a "built-in" sense of cardinal number.