This article explores the links between maths, art and history, and suggests investigations that are enjoyable as well as challenging.
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.
Gillian Hatch analyses what goes on when mathematical games are used as a pedagogic device.
An article that reminds us about the value and importance of communication in the mathematics classroom.
Kirsti Ashworth, an NRICH Teacher Fellow, talks about her experiences of using rich tasks.
Sharon Walter, an NRICH teacher fellow, talks about her experiences of trying to embed NRICH tasks into her everyday practice.
In this article for teachers, Liz Woodham describes conversations with Luke, aged 7, as they worked on some mathematics together.
A group of teachers involved in embedding NRICH tasks into their everyday practice decided they needed to address the (im)balance between teacher and student activity in their classrooms. In. . . .
What are rich tasks and why do they matter?
Peter Hall was one of four NRICH Teacher Fellows who worked on embedding NRICH materials into their teaching. In this article, he writes about his experiences of working with students at Key. . . .
This gives a standard set of questions and tips for running rich tasks in the classroom.
This professional development activity looks at what teachers can do to support learners engaging with rich tasks
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.
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
What was it like to learn maths at school in the Victorian period? We visited the British Schools Museum in Hitchin to find out.
A group of teachers involved in embedding NRICH tasks into their everyday practice were keen to challenge common perceptions of mathematics and of teaching and learning mathematics. In this article,. . . .
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. . . .
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.
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 explains why geoboards are such an invaluable resource and introduces several tasks which make use of them.
This article for teachers describes NRICH's work with Creative Partnerships and three Bristol primary schools.
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 for teachers, Jenni Back offers research-based guidance about the use of manipulatives in the classroom.
In this article for teachers, Bernard describes ways to challenge higher-attaining children at primary level.
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.
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. . . .
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. . . .
In this article Jenny talks about Assessing Pupils' Progress and the use of NRICH problems.
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.
Is problem solving at the heart of your curriculum? In this article for teachers, Lynne explains why it should be.
This professional development activity is designed to help you assess your embedding of rich tasks into the curriculum through evaluating a theme
This professional development activity encourages you to investigate what is meant by higher-order thinking skills.
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".
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.
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. . . .
Mainly for teachers. A discussion and examples of some of the school mathematics of yesteryear.
This article describes investigations that offer opportunities for children to think differently, and pose their own questions, about shapes.
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.
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. . . .
Mainly for teachers. More school mathematics of yesteryear.
An article for teachers based on a lecture and workshop activities at the NZAMT conference in New Zealand 2007
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.