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There are 133 NRICH Mathematical resources connected to Pedagogy, you may find related items under Mathematics education and research.
Broad Topics > Mathematics education and research > PedagogyThis is the introductory page of a set of resources designed to support teachers in using rich tasks in their daily mathematics lesson.
This professional development activity looks at what teachers can do to support learners engaging with rich tasks
This professional development activity encourages you to investigate what pupils are doing when they problem solving.
This professional development activity encourages you to investigate what is meant by higher-order thinking skills.
These two tasks are designed to support professional development on integrating rich tasks. You are asked to think about what problems that encourage Higher Order Thinking Skills look like.
This is activity 1.1 in the series of activities designed to support professional development through integrating rich tasks. This activity looks specifically at what makes an activity "rich".
What was it like to learn maths at school in the Victorian period? We visited the British Schools Museum in Hitchin to find out.
An article for teachers based on a lecture and workshop activities at the NZAMT conference in New Zealand 2007
Charlie Gilderdale discusses ways to encourage students to learn to function mathematically and use higher order thinking skills.
This article describes investigations that offer opportunities for children to think differently, and pose their own questions, about shapes.
This article explores the links between maths, art and history, and suggests investigations that are enjoyable as well as challenging.
Creativity in the mathematics classroom is not just about what pupils do but also what we do as teachers. If we are thinking creatively about the mathematical experiences we offer our pupils we can open up opportunities for them to be creative. Jennifer Piggott shares some of her thoughts on creative teaching, and how it can encourage creative learners.
Jennifer Piggott and Charlie Gilderdale describe a free interactive circular geoboard environment that can lead learners to pose mathematical questions.
There have been a number of reports on the effectiveness of the use of the interactive whiteboard to motivate teachers and pupils and to give pace to lessons. However, there is little evidence to suggest that we all have the same image of how the whiteboard is being used in the context that gives rise to the evaluation. This article attempts to make explicit possible meanings of the phrase “using an interactive whiteboard” and to encourage further debate.
This reports on students’ responses to a mathematical problem from the NRICH website. In particular, we were interested in students’ responses to a question that provided an unusual challenge. We have used the findings to suggest mediation strategies that could be offered on a website to meet the needs of all learners. These mediation strategies take into account the strategies used by teachers in classrooms.
This paper explores the value of using problems as a way of challenging children’s mathematical pre-conceptions and problems' potential for extending their knowledge and understanding. It considers some non-standard problems taken from the NRICH website and examines them in the light of children's solutions and what children have said, or implied, about their thinking.
This paper considers the key aspects of mathematics enrichment and how the content and design of trails (as well as the NRICH site itself) has been influenced by, and built upon, these philosophies.
Following on from a workshop at an MA Easter conference, Jennifer and Jenni talked about the way in which the website is made more accessible to teachers who want to plan threads of activity. Here’s a pattern- based theme.
A paper published at the BERA annual conference in Manchester, September 2004.
Being stuck is usually thought of as being a negative state of affairs. We want our pupils to succeed, not to struggle. Or do we? This article discusses why being stuck can be fruitful.
Some questions and prompts to encourage discussion about what experiences you want to give your pupils to help them reach their full potential in mathematics.
Activities and material for teachers.
What are rich tasks and contexts and why do they matter?
In this article for teachers, Bernard gives an example of taking an initial activity and getting questions going that lead to other explorations.
Gillian Hatch analyses what goes on when mathematical games are used as a pedagogic device.
Suggestions for worthwhile mathematical activity on the subject of angle measurement for all pupils.
Providing opportunities for children to participate in group narrative in our classrooms is vital. Their contrasting views lead to a high level of revision and improvement, and through this process they become more aware of "thinking". This article looks at the way we handle these narratives.
Marion Bond investigates the skills needed in order for children to understand money.
Avril Crack describes how she went about planning and setting up a Maths trail for pupils in Bedfordshire.
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 article takes a closer look at some of the toys and games that can enhance a child's mathematical learning.
Jenni Way describes her visit to a Japanese mathematics classroom.
Clare Green looks at the role of the calculator in the teaching and learning of primary mathematics.
Written for teachers, this article describes four basic approaches children use in understanding fractions as equal parts of a whole.
This article discusses the findings of the 1995 TIMMS study how to use this information to close the performance gap that exists between nations.
The content of this article is largely drawn from an Australian publication by Peter Gould that has been a source of many successful mathematics lessons for both children and student-teachers. It presents a style of problem-solving activity that has the potential to benefit ALL children in a class, both mathematically and socially, and is readily adaptable to most topics in mathematics curricula.
This article describes no ordinary maths lesson. There were 24 children, mostly Years 3 and 4, and there were 17 adults working with them - mothers, fathers, one grandmother and two grandfathers, a classroom assistant and their regular teacher. Every child was working with an adult, and no two adults sat together.
Not all of us a bursting with creative game ideas, but there are several ways to go about creating a game that will assist even the busiest and most reluctant game designer.
This article, the second in the series, looks at some different types of games and the sort of mathematical thinking they can develop.
This article supplies teachers with information that may be useful in better understanding the nature of games and their role in teaching and learning mathematics.
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 work of Piaget and Inhelder.
While musing about the difficulties children face in comprehending number structure, notation, etc., it occured to the author that there is a vast array of occasions when numbers and signs are used in anomalous ways; often these are at the earliest stages, when they must be enormously confusing. However, they also frequently happen in adult situations.
Once a basic number sense has developed for numbers up to ten, a strong 'sense of ten' needs to be developed as a foundation for both place value and mental calculations.
This article for teachers suggests teaching strategies and resources that can help to develop children's number sense.
For teachers. Yet more school maths from long ago-interest and percentages.
Mainly for teachers. A discussion and examples of some of the school mathematics of yesteryear.