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 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 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.
In this article for teachers, Liz Woodham describes conversations with Luke, aged 7, as they worked on some mathematics together.
The aim of this professional development activity is to successfully integrate some rich tasks into your curriculum planning.
This professional development activity looks at what teachers can do to support learners engaging with rich tasks
Clare Green looks at the role of the calculator in the teaching and learning of primary mathematics.
Avril Crack describes how she went about planning and setting up a Maths trail for pupils in Bedfordshire.
In this article for teachers, Bernard gives an example of taking an initial activity and getting questions going that lead to other explorations.
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.
This professional development activity encourages you to investigate what pupils are doing when they problem solving.
In this article for teachers, Liz Woodham describes resources on NRICH that can help primary-aged children get to grips with negative numbers.
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.
In this article for teachers, Lynne explains the difference between 'rich tasks' and 'low threshold high ceiling' tasks, using examples from the website.
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. . . .
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?
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, Jenni Back offers research-based guidance about the use of manipulatives in the classroom.
Jenni Way describes her visit to a Japanese mathematics classroom.
In this article for teachers, Bernard describes ways to challenge higher-attaining children at primary level.
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.
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 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 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 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 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 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. 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. . . .
Suggestions for worthwhile mathematical activity on the subject of angle measurement for all pupils.
Jennifer Piggott and Charlie Gilderdale describe a free interactive circular geoboard environment that can lead learners to pose mathematical questions.
This article describes investigations that offer opportunities for children to think differently, and pose their own questions, about shapes.
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. More school mathematics of yesteryear.
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.
Here are examples of how two schools set about the task of ensuring that problem solving was an integral part of their curriculum.
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. . . .
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. . . .
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.
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. . . .
Written for teachers, this article describes four basic approaches children use in understanding fractions as equal parts of a whole.
This article discusses the findings of the 1995 TIMMS study how to use this information to close the performance gap that exists between nations.