PhysNRICH is the area of the StemNRICH site devoted to the mathematics underlying the study of physics
bioNRICH is the area of the stemNRICH site devoted to the mathematics underlying the study of the biological sciences, designed to help develop the mathematics required to get the most from your. . . .
chemNRICH is the area of the stemNRICH site devoted to the mathematics underlying the study of chemistry, designed to help develop the mathematics required to get the most from your study. . . .
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
Here we describe the essence of a 'rich' mathematical task
Kirsti Ashworth, an NRICH Teacher Fellow, talks about her experiences of using rich tasks.
This article discusses the findings of the 1995 TIMMS study how to use this information to close the performance gap that exists between nations.
As teachers, we appreciate the need to have clear objectives at the start of lessons but have been aware of the limitations this sometimes seems to place on our ability to get the most out of using. . . .
In this article Jenny talks about Assessing Pupils' Progress and the use of NRICH problems.
The teachers involved in the Engaging Mathematics Projectwanted to embed rich tasks from the NRICH website into their curriculum for all KS3 and KS4 students. In this article, the teachers share. . . .
A group of teachers involved in embedding NRICH tasks into their everyday practice decided they needed to address the (im)balance between teacher and student activity in their classrooms. In. . . .
A group of teachers involved in embedding NRICH tasks into their everyday practice were keen to challenge common perceptions of mathematics and of teaching and learning mathematics. In this article,. . . .
An article that reminds us about the value and importance of communication in the mathematics classroom.
This gives a standard set of questions and tips for running rich tasks in the classroom.
Need some help getting started with solving and thinking about rich tasks? Read on for some friendly advice.
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. . . .
Teachers who participated in an NRICH workshop produced some posters suggesting how they might use a tessellation interactivity in a range of situations.
Here are examples of how two schools set about the task of ensuring that problem solving was an integral part of their curriculum.
Alf and Tracy explain how the Kingsfield School maths department use common tasks to encourage all students to think mathematically about key areas in the curriculum.
In this article, read about the thinking behind the September 2010 secondary problems and why we hope they will be an excellent selection for a new academic year.