Primary Toughnuts

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.

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 for Early Years practitioners, Dr Sue Gifford outlines ways to develop children's problem-solving strategies and confidence in problem solving.

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, written for primary teachers, links to rich tasks which will help develop the underlying concepts associated with fractions and offers some suggestions for models and images that help support ideas around fractions.

This article explores how collaborative problem solving can have a huge impact on children's mathematical learning.

In this article for teachers, Liz Woodham describes the criteria she uses to choose mathematical games for the classroom and shares some examples from NRICH.

Here are description of the group roles used in our group worthy tasks, and others.

Clare Green looks at the role of the calculator in the teaching and learning of primary mathematics.

In this article for teachers, Bernard gives an example of taking an initial activity and getting questions going that lead to other explorations.

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.

A surprising situation can grab our attention and make us curious to find out more...

In this article for teachers, Liz Woodham describes resources on NRICH that can help primary-aged children get to grips with negative numbers.

This article describes the underlying mathematical ideas and skills involved in the important mathematical application of coding.

Jenni Way describes her visit to a Japanese mathematics classroom.

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

Marion Bond suggests that we try to imagine mathematical knowledge as a broad crazy paving rather than a path of stepping stones. There is no one right place to start and there is no one right route to follow. This article looks at ways of offering children mathematical experiences throughout the day, not just in maths lessons.

Some questions and prompts to encourage discussion about what experiences you want to give your pupils to help them reach their full potential in mathematics.