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.
Ideas to support mathematics teachers who are committed to nurturing confident, resourceful and enthusiastic learners.
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 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.
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.
This article discusses the findings of the 1995 TIMMS study how to use this information to close the performance gap that exists between nations.
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.
An article that reminds us about the value and importance of communication in the mathematics classroom.
In this article for teachers, Bernard describes ways to challenge higher-attaining children at primary level.
In this article for teachers, Jenni Back offers research-based guidance about the use of manipulatives in the classroom.
This professional development activity looks at what teachers can do to support learners engaging with rich tasks
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.
The aim of this professional development activity is to successfully integrate some rich tasks into your curriculum planning.
In this article for teachers, Liz Woodham describes conversations with Luke, aged 7, as they worked on some mathematics together.
This professional development activity encourages you to investigate how rich tasks and problem solving link together.
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 professional development activity is designed to help you assess your embedding of rich tasks into the curriculum through evaluating a theme
In this article Jenny talks about Assessing Pupils' Progress and the use of NRICH problems.
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.
Is problem solving at the heart of your curriculum? In this article for teachers, Lynne explains why it should be.
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 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.
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. . . .
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.
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 Liz Woodham reflects on just how much we really listen to learners’ own questions to determine the mathematical path of lessons.
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 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 for teachers based on a lecture and workshop activities at the NZAMT conference in New Zealand 2007
Gillian Hatch analyses what goes on when mathematical games are used as a pedagogic device.
This professional development activity encourages you to investigate what is meant by higher-order thinking skills.
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.
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 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. . . .
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 is designed to help you assess your embedding of rich tasks into the curriculum through peer observation
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.
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. . . .
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.
Presentation given at the MEI conference in Reading 2005
Avril Crack describes how she went about planning and setting up a Maths trail for pupils in Bedfordshire.
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, 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 primary teachers suggests ways in which to help children become better at working systematically.
This article takes a closer look at some of the toys and games that can enhance a child's mathematical learning.