This short article critiques the 'What to Expect, When' guidance, written for parents who want to find out more about their child's learning and development in the first five years.
This brief article, written for upper primary students and their teachers, explains what the Explore Learning Mathematicians' Award (formerly known as the Young Mathematicians' Award) is and links to. . . .
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.
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.
This is the introductory page of a set of resources designed to support teachers in using rich tasks in their daily mathematics lesson.
Alf Coles writes about how he tries to create 'spaces for exploration' for the students in his classrooms.
Infinity is not a number, and trying to treat it as one tends to be a pretty bad idea. At best you're likely to come away with a headache, at worse the firm belief that 1 = 0. This article discusses. . . .
How can we help students make sense of addition and subtraction of negative numbers?
This article takes the reader through divisibility tests and how they work. An article to read with pencil and paper to hand.
A simplified account of special relativity and the twins paradox.
Take a look at the steps involved in thinking through a problem.
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".
This gives a standard set of questions and tips for running rich tasks in the classroom.
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.
Freddie Manners, of Packwood Haugh School in Shropshire solved an alphanumeric without using the extra information supplied and this article explains his reasoning.
This professional development activity encourages you to investigate what pupils are doing when they problem solving.
Sanjay Joshi, age 17, The Perse Boys School, Cambridge followed up the Madrass College class 2YP article with more thoughts on the problem of the number of ways of expressing an integer as the sum. . . .
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.
Representing frequencies and probabilities diagrammatically, and using the diagrams as interpretive tools.
..or ..life is never as straightforward as you think. Jenny Piggott and Jenni Back ask what are problem solving and mathematical thinking, and how do they relate to what we do in the classroom?
Resources used by Alison and Charlie in their workshop at BCME 2018.
This gives a short summary of the properties and theorems of cyclic quadrilaterals and links to some practical examples to be found elsewhere on the site.
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.
One of our and Libby's favourite puzzles and some ways to present the problem to a class.
Beautiful mathematics. Two 18 year old students gave eight different proofs of one result then generalised it from the 3 by 1 case to the n by 1 case and proved the general result.
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. . . .
In this article, Janine Davenall reflects on children’s personalised mathematical recordings as part of a small research project based in her Reception class.
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?
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.
Read about the problem that tickled Euler's curiosity and led to a new branch of mathematics!
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. . . .
This article describes how the NRICH Early Years resources aim to further develop young children's natural problem-solving abilities in the context of mathematics.
Sharon Walter, an NRICH teacher fellow, talks about her experiences of trying to embed NRICH tasks into her everyday practice.
Examining the role and nature of mediation that 'steps' pupils into problem solving and considering its value to an online mathematics enrichment environment
In this article, learn about Graeco-Latin Squares like those found in the Teacups problem.
What is the shortest distance through the middle of a dodecahedron between the centres of two opposite faces?
This short article offers some advice for tackling STEP and other advanced mathematics examinations questions on integration
In this article for teachers, Jennie Pennant outlines how group-worthy tasks support the development of children's problem-solving skills.
On exams such as STEP, you have a choice of questions. This article offers advice on making that choice.
An introduction to using secondary NRICH activities in the classroom.