Written for teachers, this article describes four basic approaches children use in understanding fractions as equal parts of a whole.
Gillian Hatch analyses what goes on when mathematical games are used as a pedagogic device.
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, 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, the second in the series, looks at some different types of games and the sort of mathematical thinking they can develop.
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.
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 looks at what teachers can do to support learners engaging with rich tasks
The aim of this professional development activity is to successfully integrate some rich tasks into your curriculum planning.
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 through evaluating a theme
An article that reminds us about the value and importance of communication in the mathematics classroom.
In this article for teachers, Liz Woodham describes conversations with Luke, aged 7, as they worked on some mathematics together.
In this article Liz Woodham reflects on just how much we really listen to learners’ own questions to determine the mathematical path of lessons.
In this article for teachers, Bernard describes ways to challenge higher-attaining children at primary level.
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.
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.
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.
This article for primary teachers suggests ways in which to help children become better at working systematically.
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.
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 professional development activity encourages you to investigate what pupils are doing when they problem solving.
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
Avril Crack describes how she went about planning and setting up a Maths trail for pupils in Bedfordshire.
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 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.
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 professional development activity is designed to help you assess your embedding of rich tasks into the curriculum through peer observation
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. . . .
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. . . .
Teachers who participated in an NRICH workshop produced some posters suggesting how they might use a tessellation interactivity in a range of situations.
Jennifer Piggott and Steve Hewson write about an area of teaching and learning mathematics that has been engaging their interest recently. As they explain, the word ‘trick’ can be applied to. . . .
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.
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.
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.
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. . . .
In this article, read about the thinking behind the September 2010 secondary problems and why we hope they will be an excellent selection for a new academic year.
This article describes investigations that offer opportunities for children to think differently, and pose their own questions, about shapes.
An article for teachers based on a lecture and workshop activities at the NZAMT conference in New Zealand 2007
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.
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. . . .
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.