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.

Can you visualise whether these nets fold up into 3D shapes? Watch the videos each time to see if you were correct.

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

A picture is made by joining five small quadrilaterals together to make a large quadrilateral. Is it possible to draw a similar picture if all the small quadrilaterals are cyclic?

The tangles created by the twists and turns of the Conway rope trick are surprisingly symmetrical. Here's why!

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.

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?

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. . . .

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

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

Which of these triangular jigsaws are impossible to finish?

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.

Toni Beardon has chosen this article introducing a rich area for practical exploration and discovery in 3D geometry

Some diagrammatic 'proofs' of algebraic identities and inequalities.

Here is a proof of Euler's formula in the plane and on a sphere together with projects to explore cases of the formula for a polygon with holes, for the torus and other solids with holes and the. . . .

Can you make sense of the three methods to work out the area of the kite in the square?

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.

Patterns that repeat in a line are strangely interesting. How many types are there and how do you tell one type from another?

In this article we show that every whole number can be written as a continued fraction of the form k/(1+k/(1+k/...)).

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.

This follows up the 'magic Squares for Special Occasions' article which tells you you to create a 4by4 magicsquare with a special date on the top line using no negative numbers and no repeats.

Imagine two identical cylindrical pipes meeting at right angles and think about the shape of the space which belongs to both pipes. Early Chinese mathematicians call this shape the mouhefanggai.

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

Take any rectangle ABCD such that AB > BC. The point P is on AB and Q is on CD. Show that there is exactly one position of P and Q such that APCQ is a rhombus.

The diagram shows a regular pentagon with sides of unit length. Find all the angles in the diagram. Prove that the quadrilateral shown in red is a rhombus.

ABCD is a square. P is the midpoint of AB and is joined to C. A line from D perpendicular to PC meets the line at the point Q. Prove AQ = AD.

Investigate the number of points with integer coordinates on circles with centres at the origin for which the square of the radius is a power of 5.

By proving these particular identities, prove the existence of general cases.

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.

Can you convince me of each of the following: If a square number is multiplied by a square number the product is ALWAYS a square number...

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.

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.

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

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.

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.

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.

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

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.

When is it impossible to make number sandwiches?

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

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

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.

Prove Pythagoras' Theorem using enlargements and scale factors.

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.

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