This is the section of stemNRICH devoted to the advanced applied mathematics underlying the study of the sciences at higher levels
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. . . .
engNRICH is the area of the stemNRICH Advanced site devoted to the mathematics underlying the study of engineering
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. . . .
PhysNRICH is the area of the StemNRICH site devoted to the mathematics underlying the study of physics
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. . . .
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 decided they needed to address the (im)balance between teacher and student activity in their classrooms. In. . . .
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.
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,. . . .
This gives a standard set of questions and tips for running rich tasks in the classroom.
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. . . .
An article for teachers based on a lecture and workshop activities at the NZAMT conference in New Zealand 2007
Kirsti Ashworth, an NRICH Teacher Fellow, talks about her experiences of using rich tasks.
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. . . .
In this article Jenny talks about Assessing Pupils' Progress and the use of NRICH problems.
Here we describe the essence of a 'rich' mathematical task
This article discusses the findings of the 1995 TIMMS study how to use this information to close the performance gap that exists between nations.
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.
Here are examples of how two schools set about the task of ensuring that problem solving was an integral part of their curriculum.
Teachers who participated in an NRICH workshop produced some posters suggesting how they might use a tessellation interactivity in a range of situations.
Need some help getting started with solving and thinking about rich tasks? Read on for some friendly advice.