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Resources tagged with Pedagogy similar to What Shape?:

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Broad Topics > Mathematics Education and Research > Pedagogy

What's Inside/outside/under the Box?

Stage: 2 and 3

This article describes investigations that offer opportunities for children to think differently, and pose their own questions, about shapes.

Holywell Primary School and NRICH Action Research Project

Stage: 1 and 2

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.

I'm Stuck!

Stage: 1 and 2

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.

The Development of Spatial and Geometric Thinking: 5 to 18

Stage: 1, 2, 3 and 4

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. . . .

Placing Our Trust in Learners

Stage: 1, 2 and 3

In this article Liz Woodham reflects on just how much we really listen to learners’ own questions to determine the mathematical path of lessons.

Developing Good Team-working Skills

Stage: 1, 2, 3, 4 and 5

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.

A Japanese Mathematics Lesson

Stage: 1, 2 and 3

Jenni Way describes her visit to a Japanese mathematics classroom.

Peg and Pin Boards

Stage: 1 and 2

This article for teachers suggests activities based on pegboards, from pattern generation to finding all possible triangles, for example.

Integrating Rich Tasks - Activity 1.4

Stage: 1 and 2

This professional development activity encourages you to investigate how rich tasks and problem solving link together.

Breaking the Equation ' Empirical Argument = Proof '

Stage: 2, 3, 4 and 5

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.

Integrating Rich Tasks - Activity 1.5

Stage: 1 and 2

This professional development activity encourages you to investigate what pupils are doing when they problem solving.

Calculating the Difference: A Discussion of the Use of Calculators in the English Primary Classroom.

Stage: 1 and 2

Clare Green looks at the role of the calculator in the teaching and learning of primary mathematics.

Stacks of Maths!

Stage: 1, 2 and 3

In this article for teachers, Bernard gives an example of taking an initial activity and getting questions going that lead to other explorations.

Working with Luke

Stage: 1 and 2

In this article for teachers, Liz Woodham describes conversations with Luke, aged 7, as they worked on some mathematics together.

Integrating Rich Tasks - Activity 2.1

Stage: 1 and 2

This professional development activity looks at what teachers can do to support learners engaging with rich tasks

Integrating Rich Tasks - Activity 3

Stage: 1 and 2

The aim of this professional development activity is to successfully integrate some rich tasks into your curriculum planning.

Logic, and How it Should Influence Our Teaching

Stage: 1, 2, 3 and 4

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. . . .

Encouraging Primary Children to Work Systematically

Stage: Early years, 1 and 2

This article for primary teachers suggests ways in which to help children become better at working systematically.

What's the Difference Between Rich Tasks and Low Threshold High Ceiling Ones?

Stage: Early years, 1 and 2

In this article for teachers, Lynne explains the difference between 'rich tasks' and 'low threshold high ceiling' tasks, using examples from the website.

Problem Solving and the New Curriculum

Stage: 1 and 2

Is problem solving at the heart of your curriculum? In this article for teachers, Lynne explains why it should be.

Exploring Fractions

Stage: 1 and 2

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. . . .

Manipulatives in the Primary Classroom

Stage: 1 and 2

In this article for teachers, Jenni Back offers research-based guidance about the use of manipulatives in the classroom.

Maths and Creativity in Bristol

Stage: 1 and 2

This article for teachers describes NRICH's work with Creative Partnerships and three Bristol primary schools.

Stage: 1 and 2

In this article for teachers, Liz Woodham describes resources on NRICH that can help primary-aged children get to grips with negative numbers.

Haringey 2014-2015

Stage: 1 and 2 Challenge Level:

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.

Working with Higher Attaining Mathematicians

Stage: 1 and 2

In this article for teachers, Bernard describes ways to challenge higher-attaining children at primary level.

Stage: 1 and 2

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.

Going for Games

Stage: 1 and 2

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.

A Maths Afternoon

Stage: 1 and 2

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. . . .

Outside the Box

Stage: 2 and 3

This article explores the links between maths, art and history, and suggests investigations that are enjoyable as well as challenging.

Integrating Rich Tasks - Activity 1.2

Stage: 1 and 2

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.

Integrating Rich Tasks - Activity 1.3

Stage: 1 and 2

This professional development activity encourages you to investigate what is meant by higher-order thinking skills.

Meaningful Maths Trails

Stage: 1 and 2

Avril Crack describes how she went about planning and setting up a Maths trail for pupils in Bedfordshire.

Using Games in the Classroom

Stage: 2, 3 and 4

Gillian Hatch analyses what goes on when mathematical games are used as a pedagogic device.

Integrating Rich Tasks - Activity 1.1

Stage: 1 and 2

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".

Cultivating Creativity

Stage: 1, 2, 3, 4 and 5

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. . . .

Generating Number Patterns: an Email Conversation

Stage: 2, 3 and 4

This article for teachers describes the exchanges on an email talk list about ideas for an investigation which has the sum of the squares as its solution.

Angle Measurement: an Opportunity for Equity

Stage: 3 and 4

Suggestions for worthwhile mathematical activity on the subject of angle measurement for all pupils.

Learning Mathematics Through Games Series: 2.types of Games

Stage: 1, 2 and 3

This article, the second in the series, looks at some different types of games and the sort of mathematical thinking they can develop.

Learning Mathematics Through Games Series: 1. Why Games?

Stage: 1, 2 and 3

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.

Working Effectively with All Learners

Stage: 1, 2, 3, 4 and 5

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.

Rocking Chairs, Railway Games and Rayboxes

Stage: 1, 2, 3, 4 and 5

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. . . .

Choosing Rich Tasks for Secondary Classes

Stage: 3 and 4

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.

Stage: 3, 4 and 5

What are rich tasks and why do they matter?

Crossing Bridges

Stage: 1, 2, 3, 4 and 5

An article for teachers based on a lecture and workshop activities at the NZAMT conference in New Zealand 2007

Blog It

Stage: 1, 2, 3, 4 and 5 Challenge Level:

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.

Trick or Treat?

Stage: 3, 4 and 5

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. . . .