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### There are 37 results

Broad Topics > Mathematics Education and Research > Learning mathematics

### Being Resilient - Primary All Resources

##### Age 5 to 11 Challenge Level:

Resources to help primary children to develop their resilience.

### Being Resourceful - Primary All Resources

##### Age 5 to 11 Challenge Level:

Resources to help primary children to be more thoughtful.

### Being Collaborative - Primary All Resources

##### Age 5 to 11 Challenge Level:

Resources to help primary children to be more collaborative.

### Being Curious - Primary All Resources

##### Age 5 to 11 Challenge Level:

Resources for primary children to help them to develop their curiosity.

### Haringey 2014-2015

##### Age 5 to 11 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.

### Manipulatives in the Primary Classroom

##### Age 5 to 11

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

### Problem Solving and the New Curriculum

##### Age 5 to 11

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

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

##### Age 3 to 11

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

### Many Ideas with a Few Cubes

##### Age 5 to 11

This short article outlines a few activities which make use of interlocking cubes.

##### Age 5 to 11

An article for teachers which first appeared in the MA's Equals journal, featuring activities which use counters.

### Everyday Maths - A University of Bristol Research Project

##### Age 5 to 11 Challenge Level:

An outline of 'Everyday Maths', a project run by Bristol University, working with parents of Year 3/4 children.

### ACME Report: Developing Able Young Mathematicians

##### Age 3 to 11

Lynne McClure gives an overview of the ACME report 'Raising the bar: developing able young mathematicians', published in December 2012.

### 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. . . .

### On Problems and Problem Solving - Looking Backward and Forward

##### Age 5 to 18

Jenny Piggott reflects on the event held to mark her retirement from the directorship of NRICH, but also on problem solving itself.

### Rocking Chairs, Railway Games and Rayboxes

##### Age 5 to 18

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. . . .

### Trick or Treat?

##### Age 11 to 18

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. . . .

### 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'.

### Enriching Networks, Inspiring Teachers

##### Age 11 to 16

Here are examples of how two schools set about the task of ensuring that problem solving was an integral part of their curriculum.

### 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.

### Seven Core Tips for Effective Studying

##### Age 16 to 18

7 core tips for effective studying

### What's All the Talking About?

##### Age 5 to 16

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.

### Who Is an Engineer? A Quick Perspective After One Year of a University Engineering Course

##### Age 16 to 18

Doug has just finished the first year of his undergraduate engineering course at Cambridge University. Here he gives his perspectives on engineering.

### Enriching Classrooms, Inspiring Learning

##### Age 11 to 16

Teachers who participated in an NRICH workshop produced some posters suggesting how they might use a tessellation interactivity in a range of situations.

### 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.

### A Problem Is a Problem for All That

##### Age 7 to 16

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.

### Two Heads Are Better Than One

##### Age 5 to 14

An article that reminds us about the value and importance of communication in the mathematics classroom.

### What Is a Mathematically Rich Task?

##### Age 5 to 18

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

### Natural Born Mathematicians

##### Age 5 to 7

Helen Joyce interviews the neuropsychologist Brian Butterworth whose research has shown that we are all born with a "built-in" sense of cardinal number.

### Meaningful Maths Trails

##### Age 5 to 11

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

### Parents, Children and Maths

##### Age 5 to 7

Jenny Murray writes about the sessions she leads in schools for parents to work alongside children on mathematical problems, puzzles and games.

### Dominant Intelligences

##### Age 5 to 16

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.

### 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 3: I Do and I Understand

##### Age 5 to 7

Marion Bond recommends that children should be allowed to use 'apparatus', so that they can physically handle the numbers involved in their calculations, for longer, or across a wider ability band,. . . .

### Path of Discovery Series: 2. First Steps

##### Age 5 to 7

This article takes a closer look at some of the toys and games that can enhance a child's mathematical learning.

### 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. . . .