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.
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. . . .
This article, the second in the series, looks at some different types of games and the sort of mathematical thinking they can develop.
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 the criteria she uses to choose mathematical games for the classroom and shares some examples from NRICH.
In this article for teachers, Liz Woodham describes conversations with Luke, aged 7, as they worked on some mathematics together.
This professional development activity is designed to help you assess your embedding of rich tasks into the curriculum through evaluating a theme
The aim of this professional development activity is to successfully integrate some rich tasks into your curriculum planning.
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. . . .
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
In this article for teachers, Liz Woodham describes resources on NRICH that can help primary-aged children get to grips with negative numbers.
This professional development activity encourages you to investigate how rich tasks and problem solving link together.
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 primary teachers suggests ways in which to help children become better at working systematically.
This article for teachers suggests activities based on pegboards, from pattern generation to finding all possible triangles, for example.
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.
What are rich tasks and why do they matter?
In this article for teachers, Jenni Back offers research-based guidance about the use of manipulatives in the classroom.
This article for teachers describes NRICH's work with Creative Partnerships and three Bristol primary schools.
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, Alan Parr shares his experiences of the motivating effect sport can have on the learning of mathematics.
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.
Avril Crack describes how she went about planning and setting up a Maths trail for pupils in Bedfordshire.
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 explores the links between maths, art and history, and suggests investigations that are enjoyable as well as challenging.
Written for teachers, this article describes four basic approaches children use in understanding fractions as equal parts of a whole.
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.
This professional development activity is designed to help you assess your embedding of rich tasks into the curriculum through peer observation
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 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. . . .
Gillian Hatch analyses what goes on when mathematical games are used as a pedagogic device.
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. . . .
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.
Mainly for teachers. A discussion and examples of some of the school mathematics of yesteryear.
Mainly for teachers. More school mathematics of yesteryear.
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. . . .
Jennifer Piggott and Charlie Gilderdale describe a free interactive circular geoboard environment that can lead learners to pose mathematical questions.
This article discusses the findings of the 1995 TIMMS study how to use this information to close the performance gap that exists between nations.
Suggestions for worthwhile mathematical activity on the subject of angle measurement for all pupils.
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. . . .
Here are examples of how two schools set about the task of ensuring that problem solving was an integral part of their curriculum.
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. . . .
This article for teachers explains why geoboards are such an invaluable resource and introduces several tasks which make use of them.
In this article for teachers, Bernard describes ways to challenge higher-attaining children at primary level.
In this article Jenny talks about Assessing Pupils' Progress and the use of NRICH problems.