Pedagogical Approaches

In this article for teachers, Clare Lee and Sue Johnston-Wilder explain how the Growth Zone model can help develop resilience in our learners.

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

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

In this article, Dr Sue Gifford outlines how we can create positive attitudes and higher achievement in mathematics, starting in the Early Years.

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

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

This article explores the importance of pattern awareness with young children.

This article discusses the revised Early Learning Goals for mathematics which were announced in June 2018.

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

This article explores the key features of a Low Threshold High Ceiling classroom.

Bernard's article reminds us of the richness of using dice for number, shape and probability.

This article for teachers outlines issues to consider when developing an environment in which problem solving can thrive and links to a range of related NRICH tasks.

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

This article for primary teachers outlines the reasons for us selecting the tasks in our Hidden Gems Feature.

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

In this article for primary teachers, we suggest ways in which children's solutions on the NRICH site can be used as a teaching resource in their own right.

This article offers you practical ways to investigate aspects of your classroom culture.

Whether you are reflecting on the mathematical developments children have made over the year, or thinking about activities for a transition day this article offers plenty of ideas and tasks to support you.

In this article for teachers, we explain what is meant by Low Threshold High Ceiling tasks, and why we like them.

In this article for teachers, Jenni Back offers research-based guidance about the use of manipulatives in the classroom.

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 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 short article, Alison and Liz explore how pupils' curiosity can be stimulated by digital environments.

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!

This article for primary teachers encourages exploration of two fundamental ideas, exchange and 'unitising', which will help children become more fluent when calculating.

In this article, Becky Moseley outlines key considerations for Primary teachers wanting to create a maths trail in their own locality.

Bernard Bagnall describes how to get more out of some favourite NRICH investigations.

In this article we outline how cubes can support children in working mathematically and draw attention to tasks which exemplify this.

This short article explores what it means to be a successful mathematician.

Bernard Bagnall discusses the importance of valuing young children's mathematical representations in this article for teachers.

By following through the threads of algebraic thinking discussed in this article, we can ensure that children's mathematical experiences follow a continuous progression.

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

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 uses National Young Mathematicians' Award tasks as contexts in which to develop learners' problem-solving and group-working skills.

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.