Jenny Murray writes about the sessions she leads in schools for parents to work alongside children on mathematical problems, puzzles and games.
Marion Bond suggests that we try to imagine mathematical knowledge as a broad crazy paving rather than a path of stepping stones. There is no one right place to start and there is no one right route. . . .
This article discusses the findings of the 1995 TIMMS study how to use this information to close the performance gap that exists between nations.
Find out about the five-term project (January 2014 to July 2015) which NRICH is leading in conjunction with Haringey Council, funded by London Schools Excellence Fund.