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.
Marion Bond investigates the skills needed in order for children to
This article for primary teachers suggests ways in which to help children become better at working systematically.
While musing about the difficulties children face in comprehending number structure, notation, etc., it occured to the author that there is a vast array of occasions when numbers and signs are used. . . .
This professional development activity encourages you to
investigate what pupils are doing when they problem solving.
In this article, the NRICH team describe the process of selecting solutions for publication on the site.
In this article for teachers, Bernard describes ways to challenge higher-attaining children at primary level.
This article for teachers describes NRICH's work with Creative Partnerships and three Bristol primary schools.
This article for teachers suggests teaching strategies and
resources that can help to develop children's number sense.
In this article for teachers, Elizabeth Carruthers and Maulfry Worthington explore the differences between 'recording mathematics' and 'representing mathematical thinking'.
It began in Devon in 2008. The Maths Team was keen to raise the
profile of mathematics investigations and further promote
mathematical thinking and problem solving in primary classes. Liz
was invited. . . .
An article describing what LTHC tasks are, and why we think they're a good idea.
In this article for teachers, Bernard gives some background about the theme for November 2011's primary activities, which focus on analysing different approaches.
This is the second part of an article describing the
‘Enriching Mathematics’ project in Devon. The
participating teachers describe NRICH activities they have tried
with their learners.
Ideas to support mathematics teachers who are committed to nurturing confident, resourceful and enthusiastic learners.
This article, the first in a series, discusses mathematical-logical
intelligence as described by Howard Gardner.
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. . . .
Marion Bond suggests that we try to imagine mathematical knowledge
as a broad crazy paving rather than a path of stepping stones.
There is no one right place to start and there is no one right
route. . . .
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.
Written for teachers, this article describes four basic approaches children use in understanding fractions as equal parts of a whole.
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. . . .
Good questioning techniques have long being regarded as a
fundamental tool of effective teachers. This article for teachers
looks at different categories of questions that can promote
mathematical. . . .
Here we describe the essence of a 'rich' mathematical task
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.
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