Kirsti Ashworth, an NRICH Teacher Fellow, talks about her experiences of using rich tasks.
Presentation given at the MEI conference in Reading 2005
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. . . .
Need some help getting started with solving and thinking about rich tasks? Read on for some friendly advice.
Here are examples of how two schools set about the task of ensuring that problem solving was an integral part of their curriculum.
Jenny Piggott reflects on the event held to mark her retirement from the directorship of NRICH, but also on problem solving itself.
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.
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. . . .
In this article, the NRICH team describe the process of selecting solutions for publication on the site.
This is the section of stemNRICH devoted to the advanced applied mathematics underlying the study of the sciences at higher levels
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.