Janine noticed, while studying some cube numbers, that if you take three consecutive whole numbers and multiply them together and then add the middle number of the three, you get the middle number. . . .

If you take two tests and get a marks out of a maximum b in the first and c marks out of d in the second, does the mediant (a+c)/(b+d)lie between the results for the two tests separately.

Show that if you add 1 to the product of four consecutive numbers the answer is ALWAYS a perfect square.

Pick a square within a multiplication square and add the numbers on each diagonal. What do you notice?

Take any two numbers between 0 and 1. Prove that the sum of the numbers is always less than one plus their product?

Can you make sense of these three proofs of Pythagoras' Theorem?

Try to solve this very difficult problem and then study our two suggested solutions. How would you use your knowledge to try to solve variants on the original problem?

Find the missing angle between the two secants to the circle when the two angles at the centre subtended by the arcs created by the intersections of the secants and the circle are 50 and 120 degrees.

A, B & C own a half, a third and a sixth of a coin collection. Each grab some coins, return some, then share equally what they had put back, finishing with their own share. How rich are they?

A little bit of algebra explains this 'magic'. Ask a friend to pick 3 consecutive numbers and to tell you a multiple of 3. Then ask them to add the four numbers and multiply by 67, and to tell you. . . .

This is the second article on right-angled triangles whose edge lengths are whole numbers.

The first of five articles concentrating on whole number dynamics, ideas of general dynamical systems are introduced and seen in concrete cases.

The first of two articles on Pythagorean Triples which asks how many right angled triangles can you find with the lengths of each side exactly a whole number measurement. Try it!

Take any whole number between 1 and 999, add the squares of the digits to get a new number. Make some conjectures about what happens in general.

The final of five articles which containe the proof of why the sequence introduced in article IV either reaches the fixed point 0 or the sequence enters a repeating cycle of four values.

Some puzzles requiring no knowledge of knot theory, just a careful inspection of the patterns. A glimpse of the classification of knots and a little about prime knots, crossing numbers and. . . .

Start with any whole number N, write N as a multiple of 10 plus a remainder R and produce a new whole number N'. Repeat. What happens?

This article looks at knight's moves on a chess board and introduces you to the idea of vectors and vector addition.

In this third of five articles we prove that whatever whole number we start with for the Happy Number sequence we will always end up with some set of numbers being repeated over and over again.

Take any prime number greater than 3 , square it and subtract one. Working on the building blocks will help you to explain what is special about your results.

This article extends the discussions in "Whole number dynamics I". Continuing the proof that, for all starting points, the Happy Number sequence goes into a loop or homes in on a fixed point.

The country Sixtania prints postage stamps with only three values 6 lucres, 10 lucres and 15 lucres (where the currency is in lucres).Which values cannot be made up with combinations of these postage. . . .

Four jewellers share their stock. Can you work out the relative values of their gems?

Three points A, B and C lie in this order on a line, and P is any point in the plane. Use the Cosine Rule to prove the following statement.

Is the mean of the squares of two numbers greater than, or less than, the square of their means?

The picture illustrates the sum 1 + 2 + 3 + 4 = (4 x 5)/2. Prove the general formula for the sum of the first n natural numbers and the formula for the sum of the cubes of the first n natural. . . .

Can you see how this picture illustrates the formula for the sum of the first six cube numbers?

What happens to the perimeter of triangle ABC as the two smaller circles change size and roll around inside the bigger circle?

If you think that mathematical proof is really clearcut and universal then you should read this article.

Explore the continued fraction: 2+3/(2+3/(2+3/2+...)) What do you notice when successive terms are taken? What happens to the terms if the fraction goes on indefinitely?

Take any pair of two digit numbers x=ab and y=cd where, without loss of generality, ab > cd . Form two 4 digit numbers r=abcd and s=cdab and calculate: {r^2 - s^2} /{x^2 - y^2}.

This article discusses how every Pythagorean triple (a, b, c) can be illustrated by a square and an L shape within another square. You are invited to find some triples for yourself.

It is impossible to trisect an angle using only ruler and compasses but it can be done using a carpenter's square.

The nth term of a sequence is given by the formula n^3 + 11n . Find the first four terms of the sequence given by this formula and the first term of the sequence which is bigger than one million. . . .

Find the smallest positive integer N such that N/2 is a perfect cube, N/3 is a perfect fifth power and N/5 is a perfect seventh power.

Prove that if a^2+b^2 is a multiple of 3 then both a and b are multiples of 3.

Find the largest integer which divides every member of the following sequence: 1^5-1, 2^5-2, 3^5-3, ... n^5-n.

Caroline and James pick sets of five numbers. Charlie chooses three of them that add together to make a multiple of three. Can they stop him?

Some diagrammatic 'proofs' of algebraic identities and inequalities.

Draw some quadrilaterals on a 9-point circle and work out the angles. Is there a theorem?

Explore what happens when you draw graphs of quadratic equations with coefficients based on a geometric sequence.

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.

What fractions can you divide the diagonal of a square into by simple folding?

Can you rearrange the cards to make a series of correct mathematical statements?

How many pairs of numbers can you find that add up to a multiple of 11? Do you notice anything interesting about your results?

L triominoes can fit together to make larger versions of themselves. Is every size possible to make in this way?

Imagine we have four bags containing a large number of 1s, 4s, 7s and 10s. What numbers can we make?

When is it impossible to make number sandwiches?

What is the largest number of intersection points that a triangle and a quadrilateral can have?