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#### Resources tagged with Mathematical Thinking similar to Integrating Rich Tasks - Activity 1.1:

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##### Other tags that relate to Integrating Rich Tasks - Activity 1.1
Learning mathematics. Problem solving. Rich Tasks. Questioning. Pedagogy. Enrichment. Games. Place value. Mathematical Thinking. Group worthy.

### There are 24 results

Broad Topics > Mathematics Education and Research > Mathematical Thinking

### Maths and Creativity in Bristol

##### Age 5 to 11

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

### Integrating Rich Tasks - Activity 1.5

##### Age 5 to 11

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

### Number Sense Series: Developing Early Number Sense

##### Age 5 to 7

This article for teachers suggests teaching strategies and resources that can help to develop children's number sense.

### Working with Higher Attaining Mathematicians

##### Age 5 to 11

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

### Using Low Threshold High Ceiling Tasks

##### Age 5 to 11

This article explores what LTHC tasks are and why they are a firm favourite here at NRICH. We recommend that you start by reading the article to understand what makes a task LTHC and then delve into. . . .

### A New Challenge

##### Age 5 to 11

In this article for teachers, Bernard gives some background about the theme for November 2011's primary activities, which focus on analysing different approaches.

### Numbers and Notation - Ambiguities and Confusions

##### Age 5 to 7

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. . . .

### Logic, and How it Should Influence Our Teaching

##### Age 5 to 16

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. . . .

### Co-operative Problem Solving: Pieces of the Puzzle Approach

##### Age 5 to 16

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. . . .

### Devon Teachers Enriching NRICH - Part 2

##### Age 5 to 11

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.

### Devon Teachers Enriching NRICH - Part 1

##### Age 5 to 11

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. . . .

### Money Problems?

##### Age 5 to 7

Marion Bond investigates the skills needed in order for children to understand money.

### Kingsfield School - Building on Rich Starting Points

##### Age 5 to 18

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.

### Using Questioning to Stimulate Mathematical Thinking

##### Age 5 to 14

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. . . .

### Going for Games

##### Age 5 to 11

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.

### Engaging Students, Developing Confidence, Promoting Independence

##### Age 5 to 18

Ideas to support mathematics teachers who are committed to nurturing confident, resourceful and enthusiastic learners.

### What Is a Mathematically Rich Task?

##### Age 5 to 18

Here we describe the essence of a 'rich' mathematical task

### Teaching Fractions with Understanding: Part-whole Concept

##### Age 5 to 14

Written for teachers, this article describes four basic approaches children use in understanding fractions as equal parts of a whole.

### Thinking about Different Ways of Thinking

##### Age 5 to 16

This article, the first in a series, discusses mathematical-logical intelligence as described by Howard Gardner.

### Path of Discovery Series: 1. Uncertain Beginnings

##### Age 5 to 7

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. . . .

### Encouraging Primary Children to Work Systematically

##### Age 3 to 11

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

### Children's Mathematical Graphics: Understanding the Key Concept

##### Age 5 to 7

In this article for teachers, Elizabeth Carruthers and Maulfry Worthington explore the differences between 'recording mathematics' and 'representing mathematical thinking'.

### I've Submitted a Solution - What Next?

##### Age 5 to 18

In this article, the NRICH team describe the process of selecting solutions for publication on the site.

### Breaking the Equation ' Empirical Argument = Proof '

##### Age 7 to 18

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.