Not all of us a bursting with creative game ideas, but there are several ways to go about creating a game that will assist even the busiest and most reluctant game designer.
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.
Gillian Hatch analyses what goes on when mathematical games are used as a pedagogic device.
This article, the second in the series, looks at some different types of games and the sort of mathematical thinking they can develop.
This article supplies teachers with information that may be useful in better understanding the nature of games and their role in teaching and learning mathematics.
While musing about the difficulties children face in comprehending number structure, notation, etc., it occured to the author that there is a vast array of occasions when numbers and signs are used. . . .
Marion Bond investigates the skills needed in order for children to understand money.
This is the first article in a series which aim to provide some insight into the way spatial thinking develops in children, and draw on a range of reported research. The focus of this article is the. . . .
This article for primary teachers suggests ways in which to help children become better at working systematically.
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
Jenni Way describes her visit to a Japanese mathematics classroom.
Avril Crack describes how she went about planning and setting up a Maths trail for pupils in Bedfordshire.
An article that reminds us about the value and importance of communication in the mathematics classroom.
In this article for teachers, Liz Woodham describes conversations with Luke, aged 7, as they worked on some mathematics together.
In this article Liz Woodham reflects on just how much we really listen to learners’ own questions to determine the mathematical path of lessons.
In this article for teachers, Liz Woodham describes resources on NRICH that can help primary-aged children get to grips with negative numbers.
In this article for teachers, Bernard describes ways to challenge higher-attaining children at primary level.
This professional development activity is designed to help you assess your embedding of rich tasks into the curriculum through evaluating a theme
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 pupils are doing when they problem solving.
This article for teachers suggests teaching strategies and resources that can help to develop children's number sense.
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.
This professional development activity encourages you to investigate how rich tasks and problem solving link together.
Clare Green looks at the role of the calculator in the teaching and learning of primary mathematics.
This professional development activity looks at what teachers can do to support learners engaging with rich tasks
Once a basic number sense has developed for numbers up to ten, a strong 'sense of ten' needs to be developed as a foundation for both place value and mental calculations.
This professional development activity is designed to help you assess your embedding of rich tasks into the curriculum through peer observation
Is problem solving at the heart of your curriculum? In this article for teachers, Lynne explains why it should be.
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. . . .
This article explores the links between maths, art and history, and suggests investigations that are enjoyable as well as challenging.
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. . . .
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.
This article for teachers explains why geoboards are such an invaluable resource and introduces several tasks which make use of them.
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.
In this article for teachers, Lynne explains the difference between 'rich tasks' and 'low threshold high ceiling' tasks, using examples from the website.
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".
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.
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.
This article for teachers describes NRICH's work with Creative Partnerships and three Bristol primary schools.
This professional development activity encourages you to investigate what is meant by higher-order thinking skills.
In this article for teachers, Jenni Back offers research-based guidance about the use of manipulatives in the classroom.
This article for teachers suggests activities based on pegboards, from pattern generation to finding all possible triangles, for example.
In this article, Alan Parr shares his experiences of the motivating effect sport can have on the learning of mathematics.
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. . . .
In this article Jenny talks about Assessing Pupils' Progress and the use of NRICH problems.
Group work depends on effective team work. This article describes attributes of effective team work and links to "Team Building" problems that can be used to develop learners' team working skills.
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. . . .
Members of the NRICH team are beginning to write blogs and this very short article is designed to put the reasoning behind this move in context.
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.
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. . . .