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### There are 47 results

Broad Topics > Mathematics Education and Research > Problem solving

### Take a ... Geoboard

##### Age 5 to 11

This article for teachers explains why geoboards are such an invaluable resource and introduces several tasks which make use of them.

### Exploring Fractions

##### Age 5 to 11

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. . . .

### Problem Solving and the New Curriculum

##### Age 5 to 11

Is problem solving at the heart of your curriculum? In this article for teachers, Lynne explains why it should be.

### What's the Difference Between Rich Tasks and Low Threshold High Ceiling Ones?

##### Age 3 to 11

In this article for teachers, Lynne explains the difference between 'rich tasks' and 'low threshold high ceiling' tasks, using examples from the website.

### Holywell Primary School and NRICH Action Research Project

##### Age 5 to 11

This article for teachers outlines one school's research project to explore how children, girls in particular, could be motivated in Maths through a more practical approach.

### Many Ideas with a Few Cubes

##### Age 5 to 11

This short article outlines a few activities which make use of interlocking cubes.

### Group-working Skills

##### Age 5 to 11

This article for teachers suggests a range of activities to help children get better at working in groups.

### Maths and Creativity in Bristol

##### Age 5 to 11

This article for teachers describes NRICH's work with Creative Partnerships and three Bristol primary schools.

### A New Challenge

##### Age 5 to 11

In this article for teachers, Bernard gives some background about the theme for November 2011's primary activities, which focus on analysing different approaches.

### Using Low Threshold High Ceiling Tasks

##### Age 5 to 11

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. . . .

### I've Submitted a Solution - What Next?

##### Age 5 to 18

In this article, the NRICH team describe the process of selecting solutions for publication on the site.

### Working with Higher Attaining Mathematicians

##### Age 5 to 11

In this article for teachers, Bernard describes ways to challenge higher-attaining children at primary level.

### On Problems and Problem Solving - Looking Backward and Forward

##### Age 5 to 18

Jenny Piggott reflects on the event held to mark her retirement from the directorship of NRICH, but also on problem solving itself.

### Experiencing Problem Solving

##### Age 5 to 11

Bernard Bagnall looks at what 'problem solving' might really mean in the context of primary classrooms.

### Devon Teachers Enriching NRICH - Part 2

##### Age 5 to 11

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.

### Devon Teachers Enriching NRICH - Part 1

##### Age 5 to 11

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. . . .

### Children's Mathematical Graphics: Understanding the Key Concept

##### Age 5 to 7

In this article for teachers, Elizabeth Carruthers and Maulfry Worthington explore the differences between 'recording mathematics' and 'representing mathematical thinking'.

### Enriching Networks, Inspiring Teachers

##### Age 11 to 16

Here are examples of how two schools set about the task of ensuring that problem solving was an integral part of their curriculum.

### Positive about Negative Numbers

##### Age 5 to 11

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

### Working with Luke

##### Age 5 to 11

In this article for teachers, Liz Woodham describes conversations with Luke, aged 7, as they worked on some mathematics together.

### Breaking the Equation ' Empirical Argument = Proof '

##### Age 7 to 18

This article stems from research on the teaching of proof and offers guidance on how to move learners from focussing on experimental arguments to mathematical arguments and deductive reasoning.

### A Problem Is a Problem for All That

##### Age 7 to 16

In this article, Jennifer Piggott talks about just a few of the problems with problems that make them such a rich source of mathematics and approaches to learning mathematics.

### Advanced Scientific Mathematics

##### Age 16 to 18 Challenge Level:

This is the section of stemNRICH devoted to the advanced applied mathematics underlying the study of the sciences at higher levels

### Thinking Through, and By, Visualising

##### Age 7 to 16

This article is based on some of the ideas that emerged during the production of a book which takes visualising as its focus. We began to identify problems which helped us to take a structured view. . . .

### Teachers Using NRICH 2

##### Age 11 to 16

Kirsti Ashworth, an NRICH Teacher Fellow, talks about her experiences of using rich tasks.

### Getting Started with Solving Rich Tasks

##### Age 11 to 18

Need some help getting started with solving and thinking about rich tasks? Read on for some friendly advice.

### A Problem Is a Problem for All That...

The very problem with problems, namely that they should result in you being stuck, is at the heart of what problem-solving is about. In this article for teachers I talk about just a few of the. . . .

### Integrating Rich Tasks - Activity 4.3

##### Age 5 to 11

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

### Integrating Rich Tasks - Activity 4.2

##### Age 5 to 11

This professional development activity is designed to help you assess your embedding of rich tasks into the curriculum through evaluating a theme

### Integrating Rich Tasks - Activity 1.4

##### Age 5 to 11

This professional development activity encourages you to investigate how rich tasks and problem solving link together.

### Integrating Rich Tasks - Activity 3

##### Age 5 to 11

The aim of this professional development activity is to successfully integrate some rich tasks into your curriculum planning.

### Integrating Rich Tasks - Activity 2.1

##### Age 5 to 11

This professional development activity looks at what teachers can do to support learners engaging with rich tasks

### Integrating Rich Tasks - Activity 1.5

##### Age 5 to 11

This professional development activity encourages you to investigate what pupils are doing when they problem solving.

### Integrating Rich Tasks - Activity 1.3

##### Age 5 to 11

This professional development activity encourages you to investigate what is meant by higher-order thinking skills.

### Cultivating Creativity

##### Age 5 to 18

Creativity in the mathematics classroom is not just about what pupils do but also what we do as teachers. If we are thinking creatively about the mathematical experiences we offer our pupils we can. . . .

### Exploring the Challenge of Online Mediation

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. . . .

### Using Non-standard Problems to Challenge Pre-conceptions

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. . . .

### Developing a Framework for Mathematical Enrichment

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.

### Enrichment at NRICH

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. . . .

### A Problem Is Only a Problem When You Can't Do It

..or ..life is never as straightforward as you think. Jenny Piggott and Jenni Back ask what are problem solving and mathematical thinking, and how do they relate to what we do in the classroom?

### Mathematics Enrichment: What Is it and Who Is it For?

A paper published at the BERA annual conference in Manchester, September 2004.

### Concept Maps

Examining the role and nature of mediation that 'steps' pupils into problem solving and considering its value to an online mathematics enrichment environment

### I'm Stuck!

##### Age 5 to 11

Being stuck is usually thought of as being a negative state of affairs. We want our pupils to succeed, not to struggle. Or do we? This article discusses why being stuck can be fruitful.

### Rich Tasks and Contexts

What are rich tasks and contexts and why do they matter?

### Maths Trails

##### Age 7 to 14

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.

### MEI 2005

##### Age 5 to 18

Presentation given at the MEI conference in Reading 2005

### Learning Mathematics Through Games Series: 4. from Strategy Games

##### Age 5 to 14

Basic strategy games are particularly suitable as starting points for investigations. Players instinctively try to discover a winning strategy, and usually the best way to do this is to analyse. . . .