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Problem solving and the new curriculum
Is problem solving at the heart of your curriculum? In this article for teachers, Lynne explains why it should be.
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Developing a classroom culture that supports a problem-solving approach to mathematics
This article offers you practical ways to investigate aspects of your classroom culture.
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Developing excellence in problem solving with young learners
Becoming confident and competent as a problem solver is a complex process that requires a range of skills and experience. In this article, Jennie suggests that we can support this process in three principal ways.
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Using NRICH tasks to develop key problem-solving skills
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.
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Trial and improvement at KS1
These lower primary tasks could all be tackled using a trial and improvement approach.
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Trial and improvement at KS2
These upper primary tasks could all be tackled using a trial and improvement approach.
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Number patterns
The tasks in this collection encourage children to create, recognise, extend and explain number patterns.
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Working backwards at KS1
The lower primary tasks in this collection could each be solved by working backwards.
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Working backwards at KS2
The upper primary tasks in this collection could each be solved by working backwards.
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Reasoning
This feature draws together tasks which give learners opportunities to reason for different purposes.
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Visualising at KS1 - Primary teachers
These lower primary tasks all specifically draw on the use of visualising.
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Visualising at KS2 - Primary teachers
These upper primary tasks all specifically draw on the use of visualising.
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Conjecturing and generalising at KS2 - Primary teachers
These tasks will encourage children to conjecture and generalise.
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Mathematical problem solving in the early years
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.
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Low threshold high ceiling - an introduction
In this article for teachers, we explain what is meant by Low Threshold High Ceiling tasks, and why we like them.
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I'm stuck!
Being stuck is usually thought of as being a negative state of
affairs. We want our pupils to succeed, not to struggle. Or do we?
This article discusses why being stuck can be fruitful.
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What's all the talking about?
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.
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Group-worthy tasks and their potential to support children to develop independent problem-solving skills
In this article for teachers, Jennie Pennant outlines how group-worthy tasks support the development of children's problem-solving skills.
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Developing the classroom culture: using the Dotty Six activity as a springboard for investigation
This article suggests how to dig deeper into who answers questions in your classroom using the game Dotty Six.