A task which depends on members of the group working collaboratively to reach a single goal.

A task which depends on members of the group working collaboratively to reach a single goal.

This task requires learners to explain and help others, asking and answering questions.

Shapes are added to other shapes. Can you see what is happening? What is the rule?

Look at some of the patterns in the Olympic Opening ceremonies and see what shapes you can spot.

This task develops spatial reasoning skills. By framing and asking questions a member of the team has to find out what mathematical object they have chosen.

This task requires learners to explain and help others, asking and answering questions.

This article looks at levels of geometric thinking and the types of activities required to develop this thinking.

This problem is intended to get children to look really hard at something they will see many times in the next few months.

Geometry problems at primary level that require careful consideration.

What shape and size of drinks mat is best for flipping and catching?

'What Shape?' activity for adult and child. Can you ask good questions so you can work out which shape your partner has chosen?

Arranging counters activity for adult and child. Can you create the pattern of counters that your partner has made, just by asking questions?

Take it in turns to place a domino on the grid. One to be placed horizontally and the other vertically. Can you make it impossible for your opponent to play?

This problem explores the shapes and symmetries in some national flags.

Geometry problems for primary learners to work on with others.

Geometry problems at primary level that may require resilience.

Geometry problems for inquiring primary learners.

Did you know mazes tell stories? Find out more about mazes and make one of your own.

This second article in the series refers to research about levels of development of spatial thinking and the possible influence of instruction.

How many possible necklaces can you find? And how do you know you've found them all?

In how many ways can you halve a piece of A4 paper? How do you know they are halves?

Are these statements relating to calculation and properties of shapes always true, sometimes true or never true?

This is the first article in a series which aim to provide some insight into the way spatial thinking develops in children, and draw on a range of reported research. The focus of this article is the. . . .

A simple visual exploration into halving and doubling.

This article describes investigations that offer opportunities for children to think differently, and pose their own questions, about shapes.

Making a scale model of the solar system

Are these statements always true, sometimes true or never true?