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.
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. . . .
Activities and material for teachers.
The second in a series, this article looks at the possible opportunities for children who operate from different intelligences to be involved in "typical" maths problems.
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.
Ideas to support mathematics teachers who are committed to nurturing confident, resourceful and enthusiastic learners.
Teachers who participated in an NRICH workshop produced some posters suggesting how they might use a tessellation interactivity in a range of situations.
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.
Here are examples of how two schools set about the task of ensuring that problem solving was an integral part of their curriculum.
This article discusses the findings of the 1995 TIMMS study how to use this information to close the performance gap that exists between nations.
An article that reminds us about the value and importance of communication in the mathematics classroom.
In this article for teachers, Bernard describes ways to challenge higher-attaining children at primary level.
Is problem solving at the heart of your curriculum? In this article for teachers, Lynne explains why it should be.
Sharon Walter, an NRICH teacher fellow, talks about her experiences of trying to embed NRICH tasks into her everyday practice.
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.
In this article for teachers, Liz Woodham describes conversations with Luke, aged 7, as they worked on some mathematics together.
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 professional development activity encourages you to investigate how rich tasks and problem solving link together.
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 is designed to help you assess your embedding of rich tasks into the curriculum and, in particular, think about what to do next
This gives a standard set of questions and tips for running rich tasks in the classroom.
Kirsti Ashworth, an NRICH Teacher Fellow, talks about her experiences of using rich tasks.
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,. . . .
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.
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 NRICH's work with Creative Partnerships and three Bristol primary schools.
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.
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, Jenni Back offers research-based guidance about the use of manipulatives in the classroom.
In this article for teachers, Lynne explains the difference between 'rich tasks' and 'low threshold high ceiling' tasks, using examples from the website.
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.
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.
The aim of this professional development activity is to successfully integrate some rich tasks into your curriculum planning.
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. . . .
This professional development activity is designed to help you assess your embedding of rich tasks into the curriculum through evaluating a theme
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".
Gillian Hatch analyses what goes on when mathematical games are used as a pedagogic device.
An article for teachers based on a lecture and workshop activities at the NZAMT conference in New Zealand 2007
This professional development activity looks at what teachers can do to support learners engaging with rich tasks
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.
Mainly for teachers. A discussion and examples of some of the school mathematics of yesteryear.
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. . . .
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.
Suggestions for worthwhile mathematical activity on the subject of angle measurement for all pupils.
This article explores the links between maths, art and history, and suggests investigations that are enjoyable as well as challenging.