An article for teachers based on a lecture and workshop activities at the NZAMT conference in New Zealand 2007
Presentation given at the MEI conference in Reading 2005
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. . . .
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. . . .
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 that reminds us about the value and importance of communication in the mathematics classroom.
In this article Jenny talks about Assessing Pupils' Progress and the use of NRICH problems.
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
In this article for teachers, Liz Woodham describes conversations with Luke, aged 7, as they worked on some mathematics together.
Jennifer Piggott and Charlie Gilderdale describe a free interactive circular geoboard environment that can lead learners to pose mathematical questions.
This professional development activity is designed to help you assess your embedding of rich tasks into the curriculum through evaluating a theme
This professional development activity encourages you to investigate how rich tasks and problem solving link together.
What was it like to learn maths at school in the Victorian period? We visited the British Schools Museum in Hitchin to find out.
This professional development activity encourages you to investigate what pupils are doing when they problem solving.
This professional development activity looks at what teachers can do to support learners engaging with rich tasks
This professional development activity is designed to help you assess your embedding of rich tasks into the curriculum through peer observation
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.
In this article for teachers, Jenni Back offers research-based guidance about the use of manipulatives in the classroom.
In this article for teachers, Lynne explains the difference between 'rich tasks' and 'low threshold high ceiling' tasks, using examples from the website.
Is problem solving at the heart of your curriculum? In this article for teachers, Lynne explains why it should be.
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. . . .
This article for teachers describes NRICH's work with Creative Partnerships and three Bristol primary schools.
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.
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.
In this article for teachers, Bernard describes ways to challenge higher-attaining children at primary level.
In this article, Alan Parr shares his experiences of the motivating effect sport can have on the learning of mathematics.
In this article Liz Woodham reflects on just how much we really listen to learners’ own questions to determine the mathematical path of lessons.
Avril Crack describes how she went about planning and setting up a Maths trail for pupils in Bedfordshire.
The aim of this professional development activity is to successfully integrate some rich tasks into your curriculum planning.
Some questions and prompts to encourage discussion about what experiences you want to give your pupils to help them reach their full potential in mathematics.
This professional development activity encourages you to investigate what is meant by higher-order thinking skills.
This article explores the links between maths, art and history, and suggests investigations that are enjoyable as well as challenging.
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".
Jenni Way describes her visit to a Japanese mathematics classroom.
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. . . .
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.
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. . . .
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. . . .
Gillian Hatch analyses what goes on when mathematical games are used as a pedagogic device.
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.
This article for teachers explains why geoboards are such an invaluable resource and introduces several tasks which make use of them.
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 describes the exchanges on an email talk list about ideas for an investigation which has the sum of the squares as its solution.
This fascinating article delves into the world of talk in the classroom and explains how an understanding of talking can really improve the learning of mathematics.
This article describes investigations that offer opportunities for children to think differently, and pose their own questions, about shapes.
Written for teachers, this article describes four basic approaches children use in understanding fractions as equal parts of a whole.
This article discusses the findings of the 1995 TIMMS study how to use this information to close the performance gap that exists between nations.
The second in a series, this article looks at the possible opportunities for children who operate from different intelligences to be involved in "typical" maths problems.