Here are examples of how two schools set about the task of ensuring that problem solving was an integral part of their curriculum.
Need some help getting started with solving and thinking about rich tasks? Read on for some friendly advice.
Teachers who participated in an NRICH workshop produced some posters suggesting how they might use a tessellation interactivity in a range of situations.
Here we describe the essence of a 'rich' mathematical task
Alf and Tracy explain how the Kingsfield School maths department use common tasks to encourage all students to think mathematically about key areas in the curriculum.
This article discusses the findings of the 1995 TIMMS study how to use this information to close the performance gap that exists between nations.
Avril Crack describes how she went about planning and setting up a Maths trail for pupils in Bedfordshire.
This is the second part of an article describing the ‘Enriching Mathematics’ project in Devon. The participating teachers describe NRICH activities they have tried with their learners.
This article explores what LTHC tasks are and why they are a firm favourite here at NRICH. We recommend that you start by reading the article to understand what makes a task LTHC and then delve into. . . .
Find out about the five-term project (January 2014 to July 2015) which NRICH is leading in conjunction with Haringey Council, funded by London Schools Excellence Fund.
An article that reminds us about the value and importance of communication in the mathematics classroom.
It began in Devon in 2008. The Maths Team was keen to raise the profile of mathematics investigations and further promote mathematical thinking and problem solving in primary classes. Liz was invited. . . .
The teachers involved in the Engaging Mathematics Projectwanted to embed rich tasks from the NRICH website into their curriculum for all KS3 and KS4 students. In this article, the teachers share. . . .
A group of teachers involved in embedding NRICH tasks into their everyday practice were keen to challenge common perceptions of mathematics and of teaching and learning mathematics. In this article,. . . .
As teachers, we appreciate the need to have clear objectives at the start of lessons but have been aware of the limitations this sometimes seems to place on our ability to get the most out of using. . . .
In this article, read about the thinking behind the September 2010 secondary problems and why we hope they will be an excellent selection for a new academic year.
In this article for teachers, Lynne explains the difference between 'rich tasks' and 'low threshold high ceiling' tasks, using examples from the website.
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. . . .
This article for teachers describes NRICH's work with Creative Partnerships and three Bristol primary schools.
Liz Woodham describes a project with four primary/first schools in the East of England, focusing on rich mathematical tasks and funded by the NCETM.
A group of teachers involved in embedding NRICH tasks into their everyday practice decided they needed to address the (im)balance between teacher and student activity in their classrooms. In. . . .
In this article Jenny talks about Assessing Pupils' Progress and the use of NRICH problems.
Kirsti Ashworth, an NRICH Teacher Fellow, talks about her experiences of using rich tasks.
The aim of this professional development activity is to successfully integrate some rich tasks into your curriculum planning.
This professional development activity encourages you to investigate what is meant by higher-order thinking skills.
An article for teachers based on a lecture and workshop activities at the NZAMT conference in New Zealand 2007
This article describes no ordinary maths lesson. There were 24 children, mostly Years 3 and 4, and there were 17 adults working with them - mothers, fathers, one grandmother and two grandfathers, a. . . .
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 professional development activity is designed to help you assess your embedding of rich tasks into the curriculum through peer observation
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".
The content of this article is largely drawn from an Australian publication by Peter Gould that has been a source of many successful mathematics lessons for both children and student-teachers. It. . . .
This gives a standard set of questions and tips for running rich tasks in the classroom.
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. . . .
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 looks at what teachers can do to support learners engaging with rich tasks
This professional development activity encourages you to investigate how rich tasks and problem solving link together.
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.
This article for teachers suggests activities based on pegboards, from pattern generation to finding all possible triangles, for example.