In this article for teachers, Bernard describes ways to challenge higher-attaining children at primary level.
This is the section of stemNRICH devoted to the advanced applied mathematics underlying the study of the sciences at higher levels
engNRICH is the area of the stemNRICH Advanced site devoted to the mathematics underlying the study of engineering
PhysNRICH is the area of the StemNRICH site devoted to the mathematics underlying the study of physics
chemNRICH is the area of the stemNRICH site devoted to the mathematics underlying the study of chemistry, designed to help develop the mathematics required to get the most from your study. . . .
Kirsti Ashworth, an NRICH Teacher Fellow, talks about her experiences of using rich tasks.
Sharon Walter, an NRICH teacher fellow, talks about her experiences of trying to embed NRICH tasks into her everyday practice.
Peter Hall was one of four NRICH Teacher Fellows who worked on embedding NRICH materials into their teaching. In this article, he writes about his experiences of working with students at Key. . . .
An article that reminds us about the value and importance of communication in the mathematics classroom.
This professional development activity is designed to help you assess your embedding of rich tasks into the curriculum and, in particular, think about what to do next
This professional development activity is designed to help you assess your embedding of rich tasks into the curriculum through evaluating a theme
This professional development activity encourages you to investigate how rich tasks and problem solving link together.
bioNRICH is the area of the stemNRICH site devoted to the mathematics underlying the study of the biological sciences, designed to help develop the mathematics required to get the most from your. . . .
This professional development activity looks at what teachers can do to support learners engaging with rich tasks
This professional development activity encourages you to investigate what pupils are doing when they problem solving.
This professional development activity encourages you to investigate what is meant by higher-order thinking skills.
These two tasks are designed to support professional development on integrating rich tasks. You are asked to think about what problems that encourage Higher Order Thinking Skills look like.
This is activity 1.1 in the series of activities designed to support professional development through integrating rich tasks. This activity looks specifically at what makes an activity "rich".
An article for teachers based on a lecture and workshop activities at the NZAMT conference in New Zealand 2007
Charlie Gilderdale discusses ways to encourage students to learn to function mathematically and use higher order thinking skills.
This article describes investigations that offer opportunities for children to think differently, and pose their own questions, about shapes.
This article explores the links between maths, art and history, and suggests investigations that are enjoyable as well as challenging.
Jennifer Piggott and Charlie Gilderdale describe a free interactive circular geoboard environment that can lead learners to pose mathematical questions.
This reports on students’ responses to a mathematical problem from the NRICH website. In particular, we were interested in students’ responses to a question that provided an. . . .
This paper explores the value of using problems as a way of challenging children’s mathematical pre-conceptions and problems' potential for extending their knowledge and understanding. It. . . .
This paper considers the key aspects of mathematics enrichment and how the content and design of trails (as well as the NRICH site itself) has been influenced by, and built upon, these philosophies.
At NRICH our work has always focused on problem solving and enrichment, and we have recently been considering in some depth what we mean by these two ideas and how they impinge on children’s. . . .
Following on from a workshop at an MA Easter conference, Jennifer and Jenni talked about the way in which the website is made more accessible to teachers who want to plan threads of. . . .
A paper published at the BERA annual conference in Manchester, September 2004.
The NRICH team are always looking for new ways to engage teachers and pupils in problem solving. Here we explain the thinking behind maths trails.
Presentation given at the MEI conference in Reading 2005