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. . . .
An article for teachers based on a lecture and workshop activities at the NZAMT conference in New Zealand 2007
Sharon Walter, an NRICH teacher fellow, talks about her experiences of trying to embed NRICH tasks into her everyday practice.
Peter Hall was one of four NRICH Teacher Fellows who worked on embedding NRICH materials into their teaching. In this article, he writes about his experiences of working with students at Key. . . .
Kirsti Ashworth, an NRICH Teacher Fellow, talks about her experiences of using rich tasks.
An article that reminds us about the value and importance of communication in the mathematics classroom.
Presentation given at the MEI conference in Reading 2005
This article explores the links between maths, art and history, and suggests investigations that are enjoyable as well as challenging.
This professional development activity encourages you to investigate how rich tasks and problem solving link together.
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
This professional development activity is designed to help you assess your embedding of rich tasks into the curriculum through evaluating a theme
Jennifer Piggott and Charlie Gilderdale describe a free interactive circular geoboard environment that can lead learners to pose mathematical questions.
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 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 article describes investigations that offer opportunities for children to think differently, and pose their own questions, about shapes.
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.
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.
In this article for teachers, Bernard describes ways to challenge higher-attaining children at primary level.