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.
Teachers who participated in an NRICH workshop produced some posters suggesting how they might use a tessellation interactivity in a range of situations.
Here are examples of how two schools set about the task of ensuring that problem solving was an integral part of their curriculum.
Here we describe the essence of a 'rich' mathematical task
Here we look back at the year with NRICH and suggest mathematical summer holiday activities for students, parents and teachers.
Need some help getting started with solving and thinking about rich tasks? Read on for some friendly advice.
Jenny Piggott reflects on the event held to mark her retirement from the directorship of NRICH, but also on problem solving itself.
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. . . .
7 core tips for effective studying
This article, the first in a series, discusses mathematical-logical intelligence as described by Howard Gardner.
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.
Ideas to support mathematics teachers who are committed to nurturing confident, resourceful and enthusiastic learners.
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.
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.
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. . . .
Doug has just finished the first year of his undergraduate engineering course at Cambridge University. Here he gives his perspectives on engineering.