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Resources tagged with Pedagogy similar to What Shape for Two:

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Broad Topics > Mathematics Education and Research > Pedagogy

What's Inside/outside/under the Box?

Age 7 to 14

This article describes investigations that offer opportunities for children to think differently, and pose their own questions, about shapes.

Interacting with the Geometry of the Circle

Age 5 to 16

Jennifer Piggott and Charlie Gilderdale describe a free interactive circular geoboard environment that can lead learners to pose mathematical questions.

Outside the Box

Age 7 to 14

This article explores the links between maths, art and history, and suggests investigations that are enjoyable as well as challenging.

The Development of Spatial and Geometric Thinking: 5 to 18

Age 5 to 16

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. . . .

Calculating the Difference: A Discussion of the Use of Calculators in the English Primary Classroom.

Age 5 to 11

Clare Green looks at the role of the calculator in the teaching and learning of primary mathematics.

Stacks of Maths!

Age 5 to 14

In this article for teachers, Bernard gives an example of taking an initial activity and getting questions going that lead to other explorations.

I'm Stuck!

Age 5 to 11

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.

Integrating Rich Tasks - Activity 1.5

Age 5 to 11

This professional development activity encourages you to investigate what pupils are doing when they problem solving.

Placing Our Trust in Learners

Age 5 to 14

In this article Liz Woodham reflects on just how much we really listen to learners’ own questions to determine the mathematical path of lessons.

Logic, and How it Should Influence Our Teaching

Age 5 to 16

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. . . .

Age 5 to 11

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.

A Japanese Mathematics Lesson

Age 5 to 14

Jenni Way describes her visit to a Japanese mathematics classroom.

Meaningful Maths Trails

Age 5 to 11

Avril Crack describes how she went about planning and setting up a Maths trail for pupils in Bedfordshire.

Integrating Rich Tasks - Activity 2.1

Age 5 to 11

This professional development activity looks at what teachers can do to support learners engaging with rich tasks

Positive about Negative Numbers

Age 5 to 11

In this article for teachers, Liz Woodham describes resources on NRICH that can help primary-aged children get to grips with negative numbers.

Working with Higher Attaining Mathematicians

Age 5 to 11

In this article for teachers, Bernard describes ways to challenge higher-attaining children at primary level.

Breaking the Equation ' Empirical Argument = Proof '

Age 7 to 18

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.

Going for Games

Age 5 to 11

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.

Integrating Rich Tasks - Activity 4.3

Age 5 to 11

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

Integrating Rich Tasks - Activity 4.2

Age 5 to 11

This professional development activity is designed to help you assess your embedding of rich tasks into the curriculum through evaluating a theme

Integrating Rich Tasks - Activity 3

Age 5 to 11

The aim of this professional development activity is to successfully integrate some rich tasks into your curriculum planning.

Maths and Creativity in Bristol

Age 5 to 11

This article for teachers describes NRICH's work with Creative Partnerships and three Bristol primary schools.

Integrating Rich Tasks - Activity 1.4

Age 5 to 11

This professional development activity encourages you to investigate how rich tasks and problem solving link together.

Working with Luke

Age 5 to 11

In this article for teachers, Liz Woodham describes conversations with Luke, aged 7, as they worked on some mathematics together.

Number Sense Series: Developing Early Number Sense

Age 5 to 7

This article for teachers suggests teaching strategies and resources that can help to develop children's number sense.

A Maths Afternoon

Age 5 to 11

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. . . .

Exploring Fractions

Age 5 to 11

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. . . .

Problem Solving and the New Curriculum

Age 5 to 11

Is problem solving at the heart of your curriculum? In this article for teachers, Lynne explains why it should be.

Generating Number Patterns: an Email Conversation

Age 7 to 16

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.

Integrating Rich Tasks - Activity 4.1

Age 5 to 11

This professional development activity is designed to help you assess your embedding of rich tasks into the curriculum through peer observation

Haringey 2014-2015

Age 5 to 11 Challenge Level:

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.

Working Effectively with All Learners

Age 5 to 18

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.

Peg and Pin Boards

Age 5 to 11

This article for teachers suggests activities based on pegboards, from pattern generation to finding all possible triangles, for example.

Using Games in the Classroom

Age 7 to 16

Gillian Hatch analyses what goes on when mathematical games are used as a pedagogic device.

What's the Difference Between Rich Tasks and Low Threshold High Ceiling Ones?

Age 3 to 11

In this article for teachers, Lynne explains the difference between 'rich tasks' and 'low threshold high ceiling' tasks, using examples from the website.

Learning Mathematics Through Games Series: 2.types of Games

Age 5 to 14

This article, the second in the series, looks at some different types of games and the sort of mathematical thinking they can develop.

Learning Mathematics Through Games Series: 1. Why Games?

Age 5 to 14

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.

Encouraging Primary Children to Work Systematically

Age 3 to 11

This article for primary teachers suggests ways in which to help children become better at working systematically.

Manipulatives in the Primary Classroom

Age 5 to 11

In this article for teachers, Jenni Back offers research-based guidance about the use of manipulatives in the classroom.

Holywell Primary School and NRICH Action Research Project

Age 5 to 11

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.

Learning Mathematics Through Games: 3. Creating Your Own Games

Age 5 to 7

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.

Integrating Rich Tasks - Activity 1.1

Age 5 to 11

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".

Integrating Rich Tasks - Activity 1.3

Age 5 to 11

This professional development activity encourages you to investigate what is meant by higher-order thinking skills.

Integrating Rich Tasks - Activity 1.2

Age 5 to 11

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.

Developing Good Team-working Skills

Age 5 to 18

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.

Blog It

Age 5 to 18 Challenge Level:

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.

Performing Beyond Expectations - Using Sport to Motivate Students in Mathematics Lessons

Age 7 to 16

In this article, Alan Parr shares his experiences of the motivating effect sport can have on the learning of mathematics.

Assessing Pupil Progress (APP) and NRICH Resources

Age 5 to 18

In this article Jenny talks about Assessing Pupils' Progress and the use of NRICH problems.

Take a ... Geoboard

Age 5 to 11

This article for teachers explains why geoboards are such an invaluable resource and introduces several tasks which make use of them.

Rocking Chairs, Railway Games and Rayboxes

Age 5 to 18

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. . . .