These articles focus on pedagogical aspects of primary classroom practice, including links to relevant research.
To see all the articles we publish for primary teachers, please see our CPD Articles for the Classroom.
To see all the articles we publish for primary teachers, please see our CPD Articles for the Classroom.
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Getting into and staying in the growth zone
In this article for teachers, Clare Lee and Sue Johnston-Wilder explain how the Growth Zone model can help develop resilience in our learners.
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New building blocks: a review of the pilot Early Learning Goals
This article discusses the revised Early Learning Goals for mathematics which were announced in June 2018.
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Early number sense
This article explores the basic foundations of number sense and outlines relevant research in this area.
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A good foundation for number learning for five year olds?
This article, written by Dr. Sue Gifford, evaluates the Early Learning Numbers Goal in England, in the light of research.
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Early years mathematics: how to create a nation of mathematics lovers?
In this article, Dr Sue Gifford outlines how we can create positive attitudes and higher achievement in mathematics, starting in the Early Years.
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Models in mind
This article looks at how models support mathematical thinking about numbers and the number system
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Young children's mathematical recording
In this article, Janine Davenall reflects on children's personalised mathematical recordings as part of a small research project based in her Reception class.
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Using dice games in the classroom
This article outlines some of the benefits of using dice games in the classroom, especially as a tool for formative assessment.
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Primary children's mathematical recording
This article for teachers outlines different types of recording, depending on the purpose and audience.
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Developing pattern awareness with young children
This article explores the importance of pattern awareness with young children.
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Manipulatives in the primary classroom
In this article for teachers, Jenni Back offers research-based guidance about the use of manipulatives in the classroom.
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Developing number fluency - what, why and how
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.
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Exploration versus calculation
This article, written for teachers, discusses the merits of different kinds of resources: those which involve exploration and those which centre on calculation.
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Using digital manipulatives and interactivities to develop curiosity
In this short article, Alison and Liz explore how pupils' curiosity can be stimulated by digital environments.
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Place value as a building block for developing fluency in the calculation process
This article for primary teachers encourages exploration of two fundamental ideas, exchange and 'unitising', which will help children become more fluent when calculating.
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Maths trails - encouraging purposeful outdoor learning
In this article, Becky Moseley outlines key considerations for Primary teachers wanting to create a maths trail in their own locality.
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Pupils' recording or pupils recording
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!
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Take some ... cubes
In this article we outline how cubes can support children in working mathematically and draw attention to tasks which exemplify this.
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Nurturing successful mathematicians
This short article explores what it means to be a successful mathematician.
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Opening out
Bernard Bagnall describes how to get more out of some favourite
NRICH investigations.
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What's x got to do with it?
By following through the threads of algebraic thinking discussed in this article, we can ensure that children's mathematical experiences follow a continuous progression.
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Children's mathematical writing
Bernard Bagnall discusses the importance of valuing young
children's mathematical representations in this article for
teachers.
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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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Working with higher attaining mathematicians
In this article for teachers, Bernard describes ways to challenge higher-attaining children at primary level.
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Creating a low threshold high ceiling classroom
This article explores the key features of a Low Threshold High Ceiling classroom.
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Using dice here and there
Bernard's article reminds us of the richness of using dice for number, shape and probability.
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The problem-solving classroom
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.
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Hidden gems: tasks to celebrate our 20th birthday
This article for primary teachers outlines the reasons for us selecting the tasks in our Hidden Gems Feature.
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Group-working skills
This article for teachers suggests a range of activities to help children get better at working in groups.
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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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Using NRICH solutions as a resource
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.
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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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NRICH at every stage
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.
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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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Back to the practical?
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.
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Using national young mathematicians' award tasks to develop problem-solving and group-working 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.