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.
This article, the second in the series, looks at some different types of games and the sort of mathematical thinking they can develop.
Gillian Hatch analyses what goes on when mathematical games are used as a pedagogic device.
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.
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.
Presentation given at the MEI conference in Reading 2005
An article that reminds us about the value and importance of communication in the mathematics classroom.
Marion Bond investigates the skills needed in order for children to understand money.
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. . . .
This article for teachers explains why geoboards are such an invaluable resource and introduces several tasks which make use of them.
This article for primary teachers suggests ways in which to help children become better at working systematically.
In this article, Alan Parr shares his experiences of the motivating effect sport can have on the learning of mathematics.
In this article Jenny talks about Assessing Pupils' Progress and the use of NRICH problems.
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. . . .
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 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 explores the links between maths, art and history, and suggests investigations that are enjoyable as well as challenging.
An article for teachers based on a lecture and workshop activities at the NZAMT conference in New Zealand 2007
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 through evaluating a theme
Written for teachers, this article describes four basic approaches children use in understanding fractions as equal parts of a whole.
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.
This professional development activity is designed to help you assess your embedding of rich tasks into the curriculum through peer observation
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, Liz Woodham describes conversations with Luke, aged 7, as they worked on some mathematics together.
In this article for teachers, Alan Parr looks at ways that mathematics teaching and learning can start from the useful and interesting things can we do with the subject, including. . . .
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 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.
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.
Is problem solving at the heart of your curriculum? In this article for teachers, Lynne explains why it should be.
Jennifer Piggott and Charlie Gilderdale describe a free interactive circular geoboard environment that can lead learners to pose mathematical questions.
This article for teachers suggests activities based on pegboards, from pattern generation to finding all possible triangles, for example.
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.
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 discusses the findings of the 1995 TIMMS study how to use this information to close the performance gap that exists between nations.
This professional development activity encourages you to investigate how rich tasks and problem solving link together.
This article for teachers describes NRICH's work with Creative Partnerships and three Bristol primary schools.
In this article for teachers, Jenni Back offers research-based guidance about the use of manipulatives in the classroom.
In this article for teachers, Bernard describes ways to challenge higher-attaining children at primary level.
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. . . .
Avril Crack describes how she went about planning and setting up a Maths trail for pupils in Bedfordshire.
Providing opportunities for children to participate in group narrative in our classrooms is vital. Their contrasting views lead to a high level of revision and improvement, and through this process. . . .
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. . . .
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.
The aim of this professional development activity is to successfully integrate some rich tasks into your curriculum planning.
This article for teachers suggests teaching strategies and resources that can help to develop children's number sense.
Jenni Way describes her visit to a Japanese mathematics classroom.
In this article for teachers, Bernard gives an example of taking an initial activity and getting questions going that lead to other explorations.
This article describes investigations that offer opportunities for children to think differently, and pose their own questions, about shapes.
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".