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.
This article describes investigations that offer opportunities for children to think differently, and pose their own questions, about shapes.
This article for primary teachers suggests ways in which to help children become better at working systematically.
Gillian Hatch analyses what goes on when mathematical games are used as a pedagogic device.
This article explores the links between maths, art and history, and suggests investigations that are enjoyable as well as challenging.
This article, the second in the series, looks at some different types of games and the sort of mathematical thinking they can develop.
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.
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.
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 gives an example of taking an initial activity and getting questions going that lead to other explorations.
Marion Bond investigates the skills needed in order for children to understand money.
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. . . .
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.
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 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 article for teachers explains why geoboards are such an invaluable resource and introduces several tasks which make use of them.
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. . . .
An article that reminds us about the value and importance of communication in the mathematics classroom.
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, 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. . . .
Is problem solving at the heart of your curriculum? In this article for teachers, Lynne explains why it should be.
In this article for teachers, Liz Woodham describes conversations with Luke, aged 7, as they worked on some mathematics together.
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.
Ideas to support mathematics teachers who are committed to nurturing confident, resourceful and enthusiastic learners.
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.
In this article for teachers, Lynne explains the difference between 'rich tasks' and 'low threshold high ceiling' tasks, using examples from the website.
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.
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. . . .
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 Liz Woodham reflects on just how much we really listen to learners’ own questions to determine the mathematical path of lessons.
This article for teachers describes NRICH's work with Creative Partnerships and three Bristol primary schools.
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 for teachers, Jenni Back offers research-based guidance about the use of manipulatives in the classroom.
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. . . .
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.
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.
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
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 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".
This professional development activity encourages you to investigate what is meant by higher-order thinking skills.
This professional development activity encourages you to investigate how rich tasks and problem solving link together.
This article takes a closer look at some of the toys and games that can enhance a child's mathematical learning.
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.
Written for teachers, this article describes four basic approaches children use in understanding fractions as equal parts of a whole.
This professional development activity is designed to help you assess your embedding of rich tasks into the curriculum through peer observation