Pedagogical approaches

$Getting \into and staying in the Growth Zone$

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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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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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Models in mind

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

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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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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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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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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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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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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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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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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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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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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-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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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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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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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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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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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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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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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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Opening out

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

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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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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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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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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.

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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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Pedagogical approaches