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#### Resources tagged with Learning mathematics similar to ACE, TWO, THREE...:

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### There are 30 results

Broad Topics > Mathematics Education and Research > Learning mathematics

### Kingsfield School - Building on Rich Starting Points

##### Stage: 1, 2, 3, 4 and 5

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.

##### Stage: 1 and 2

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

### Mathematical Ways to Spend Your Summer

##### Stage: 2, 3, 4 and 5

Here we look back at the year with NRICH and suggest mathematical summer holiday activities for students, parents and teachers.

### Using Low Threshold High Ceiling Tasks

##### Stage: 1 and 2

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. . . .

### 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. . . .

### 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. . . .

### 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.

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

##### Stage: 1, 2, 3, 4 and 5

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

### ACME Report: Developing Able Young Mathematicians

##### Stage: Early years, 1 and 2

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

### 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.

### Many Ideas with a Few Cubes

##### Stage: 1 and 2

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

### 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.

### 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.

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

##### Stage: 1 and 2 Challenge Level:

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

### Enriching Classrooms, Inspiring Learning

##### Stage: 3 and 4

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

### Enriching Networks, Inspiring Teachers

##### Stage: 3 and 4

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

### Being Resourceful - Primary All Resources

##### Stage: 1 and 2 Challenge Level:

Resources to help primary children to be more thoughtful.

### Being Collaborative - Primary All Resources

##### Stage: 1 and 2 Challenge Level:

Resources to help primary children to be more collaborative.

### Being Resilient - Primary All Resources

##### Stage: 1 and 2 Challenge Level:

Resources to help primary children to develop their resilience.

### Thinking about Different Ways of Thinking

##### Stage: 1, 2, 3 and 4

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

### Dominant Intelligences

##### Stage: 1, 2, 3 and 4

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.

### 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.

### Being Curious - Primary All Resources

##### Stage: 1 and 2 Challenge Level:

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

### Engaging Students, Developing Confidence, Promoting Independence

##### Stage: 1, 2, 3, 4 and 5

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

### What's All the Talking About?

##### Stage: 1, 2, 3 and 4

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.

### A Problem Is a Problem for All That

##### Stage: 2, 3 and 4

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

##### Stage: 1, 2 and 3

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

### What Is a Mathematically Rich Task?

##### Stage: 1, 2, 3, 4 and 5

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