Fractional calculus is a generalisation of ordinary calculus where you can differentiate n times when n is not a whole number.

Problem solving is at the heart of the NRICH site. All the problems give learners opportunities to learn, develop or use mathematical concepts and skills. Read here for more information.

Given a set of points (x,y) with distinct x values, find a polynomial that goes through all of them, then prove some results about the existence and uniqueness of these polynomials.

Learn about the link between logical arguments and electronic circuits. Investigate the logical connectives by making and testing your own circuits and record your findings in truth tables.

Investigate circuits and record your findings in this simple introduction to truth tables and logic.

Take a complicated fraction with the product of five quartics top and bottom and reduce this to a whole number. This is a numerical example involving some clever algebra.

Explain why, when moving heavy objects on rollers, the object moves twice as fast as the rollers. Try a similar experiment yourself.

Generalise the sum of a GP by using derivatives to make the coefficients into powers of the natural numbers.

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 x + y = -1 find the largest value of xy by coordinate geometry, by calculus and by algebra.

An inequality involving integrals of squares of functions.

Given any two polynomials in a single variable it is always possible to eliminate the variable and obtain a formula showing the relationship between the two polynomials. Try this one.

Sort these mathematical propositions into a series of 8 correct statements.

Learn about the link between logical arguments and electronic circuits. Investigate the logical connectives by making and testing your own circuits and fill in the blanks in truth tables to record. . . .

To find the integral of a polynomial, evaluate it at some special points and add multiples of these values.

Given that u>0 and v>0 find the smallest possible value of 1/u + 1/v given that u + v = 5 by different methods.

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

Prove that you cannot form a Magic W with a total of 12 or less or with a with a total of 18 or more.

Peter Zimmerman, a Year 13 student at Mill Hill County High School in Barnet, London wrote this account of modulus arithmetic.

Take a number, add its digits then multiply the digits together, then multiply these two results. If you get the same number it is an SP number.

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.

An article which gives an account of some properties of magic squares.

An account of methods for finding whether or not a number can be written as the sum of two or more squares or as the sum of two or more cubes.

Suppose A always beats B and B always beats C, then would you expect A to beat C? Not always! What seems obvious is not always true. Results always need to be proved in mathematics.

In this 7-sandwich: 7 1 3 1 6 4 3 5 7 2 4 6 2 5 there are 7 numbers between the 7s, 6 between the 6s etc. The article shows which values of n can make n-sandwiches and which cannot.

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!

We continue the discussion given in Euclid's Algorithm I, and here we shall discover when an equation of the form ax+by=c has no solutions, and when it has infinitely many solutions.

Peter Zimmerman from Mill Hill County High School in Barnet, London gives a neat proof that: 5^(2n+1) + 11^(2n+1) + 17^(2n+1) is divisible by 33 for every non negative integer n.

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. . . .

A blue coin rolls round two yellow coins which touch. The coins are the same size. How many revolutions does the blue coin make when it rolls all the way round the yellow coins? Investigate for a. . . .

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.

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.

When if ever do you get the right answer if you add two fractions by adding the numerators and adding the denominators?

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

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?

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.

A point moves around inside a rectangle. What are the least and the greatest values of the sum of the squares of the distances from the vertices?

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. . . .

We only need 7 numbers for modulus (or clock) arithmetic mod 7 including working with fractions. Explore how to divide numbers and write fractions in modulus arithemtic.

Solve this famous unsolved problem and win a prize. Take a positive integer N. If even, divide by 2; if odd, multiply by 3 and add 1. Iterate. Prove that the sequence always goes to 4,2,1,4,2,1...

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

Professor Korner has generously supported school mathematics for more than 30 years and has been a good friend to NRICH since it started.

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?

A composite number is one that is neither prime nor 1. Show that 10201 is composite in any base.

Have a go at being mathematically negative, by negating these statements.