This professional development activity is designed to help you assess your embedding of rich tasks into the curriculum through peer observation

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

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.

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.

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

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

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

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, Elizabeth Carruthers and Maulfry Worthington explore the differences between 'recording mathematics' and 'representing mathematical thinking'.

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

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

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. . . .

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

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.

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

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

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

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

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.

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

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

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

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

Resources to help primary children to be more collaborative.

Resources to help primary children to be more thoughtful.

Resources to help primary children to develop their resilience.

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.

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,. . . .

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. . . .