This brief article, written for upper primary students and their teachers, explains what the Young Mathematicians' Award is and links to all the related resources on NRICH.

Becoming a mathematical problem solver really is the point of doing mathematics, so this article offers ideas and strategies to ensure that every lesson can be a problem solving lesson.

As I was going to St Ives, I met a man with seven wives. Every wife had seven sacks, every sack had seven cats, every cat had seven kittens. Kittens, cats, sacks and wives, how many were going to St. . . .

Whether you are reflecting on the mathematical developments children have made over the year, or thinking about activities for a transition day this article offers plenty of ideas and tasks to. . . .

This professional development activity encourages you to investigate how rich tasks and problem solving link together.

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".

In the process of working with some groups of teachers on using questions to promote mathematical thinking, the following table was developed. It provides examples of generic questions that can. . . .

This professional development activity looks at what teachers can do to support learners engaging with rich tasks

This article for pupils describes the famous Konigsberg Bridge problem.

This professional development activity encourages you to investigate what pupils are doing when they problem solving.

The aim of this professional development activity is to draw your attention to tasks you already use and what you might do in the classroom to make them richer.

This article, written for primary teachers, discusses what we mean by 'problem-solving skills' and draws attention to NRICH tasks which can help develop specific skills.

This article for primary teachers suggests ways in which we can help learners move from being novice reasoners to expert reasoners.

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.

Becoming confident and competent as a problem solver is a complex process that requires a range of skills and experience. In this article, Jennie suggests that we can support this process in three. . . .

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. . . .

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.

How can we as teachers begin to introduce 3D ideas to young children? Where do they start? How can we lay the foundations for a later enthusiasm for working in three dimensions?

All types of mathematical problems serve a useful purpose in mathematics teaching, but different types of problem will achieve different learning objectives. In generalmore open-ended problems have. . . .

In this article for teachers, Jennie Pennant outlines how group-worthy tasks support the development of children's problem-solving skills.

This article for primary teachers suggests ways in which to help children become better at working systematically.

In this article, the NRICH team describe the process of selecting solutions for publication on the site.

Is problem solving at the heart of your curriculum? In this article for teachers, Lynne explains why it should be.

Bernard Bagnall looks at what 'problem solving' might really mean in the context of primary classrooms.

Here we describe the essence of a 'rich' mathematical task

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 is based on some of the ideas that emerged during the production of a book which takes visualising as its focus. We began to identify problems which helped us to take a structured view. . . .

In this article, Malcolm Swan describes a teaching approach designed to improve the quality of students' reasoning.

Start with a large square, join the midpoints of its sides, you'll see four right angled triangles. Remove these triangles, a second square is left. Repeat the operation. What happens?

The first of two articles for teachers explaining how to include talk in maths presentations.

The NRICH team are always looking for new ways to engage teachers and pupils in problem solving. Here we explain the thinking behind maths trails.

In this article, Jennifer Piggott talks about just a few of the problems with problems that make them such a rich source of mathematics and approaches to learning mathematics.

This article for teachers outlines different types of recording, depending on the purpose and audience.

This article for teachers looks at how teachers can use problems from the NRICH site to help them teach division.

Uncertain about the likelihood of unexpected events? You are not alone!

This article for teachers looks at some suggestions taken from the NRICH website that offer a broad view of data and ask some more probing questions about it.

In this article for primary teachers we consider in depth when we might reason which helps us understand what reasoning 'looks like'.

This article looks at how the National Curriculum aims of problem solving, reasoning and fluency can be embedded in geometry, using NRICH tasks.

Jenni Way describes her visit to a Japanese mathematics classroom.

Most primary teachers are not maths specialists. Do letters seem threatening when they are not in words? How can we minimise what seems to be the difference between primary and secondary. . . .

This article gives you a few ideas for understanding the Got It! game and how you might find a winning strategy.

Good questioning techniques have long being regarded as a fundamental tool of effective teachers. This article for teachers looks at different categories of questions that can promote mathematical. . . .

What would you do if your teacher asked you add all the numbers from 1 to 100? Find out how Carl Gauss responded when he was asked to do just that.

How and why should we identify Exceptionally Mathematically Able children? What do they say and do that leads us to know that they are exceptional?

In this article we outline how cubes can support children in working mathematically and draw attention to tasks which exemplify this.

The aim of this professional development activity is to successfully integrate some rich tasks into your curriculum planning.

This professional development activity is designed to help you assess your embedding of rich tasks into the curriculum and, in particular, think about what to do next

Jenny Piggott reflects on the event held to mark her retirement from the directorship of NRICH, but also on problem solving itself.