This article for primary teachers uses National Young Mathematicians' Award tasks as contexts in which to develop learners' problem-solving and group-working skills.
This article for teachers suggests a range of activities to help children get better at working in groups.
In this article for teachers, Jennie Pennant outlines how group-worthy tasks support the development of children's problem-solving skills.
Basic strategy games are particularly suitable as starting points for investigations. Players instinctively try to discover a winning strategy, and usually the best way to do this is to analyse. . . .
This article for teachers outlines one school's research project to explore how children, girls in particular, could be motivated in Maths through a more practical approach.
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. . . .
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.
This short article outlines a few activities which make use of interlocking cubes.
By following through the threads of algebraic thinking discussed in this article, we can ensure that children's mathematical experiences follow a continuous progression.
In this article, the NRICH team describe the process of selecting solutions for publication on the site.
This article stems from research on the teaching of proof and offers guidance on how to move learners from focussing on experimental arguments to mathematical arguments and deductive reasoning.
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.
Bernard Bagnall looks at what 'problem solving' might really mean in the context of primary classrooms.
This article for primary teachers discusses how we can help learners generalise and prove, using NRICH tasks as examples.
This article for primary teachers suggests ways in which we can help learners move from being novice reasoners to expert reasoners.
This article looks at how the National Curriculum aims of problem solving, reasoning and fluency can be embedded in geometry, using NRICH tasks.
This article for primary teachers outlines the reasons for us selecting the tasks in our Hidden Gems Feature.
This article for teachers outlines issues to consider when developing an environment in which problem solving can thrive and links to a range of related NRICH tasks.
This article outlines how strategy games can help children develop logical thinking, using examples from the NRICH website.
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.
An article describing activities which will help develop young children's concept of fractions.
In this article for teachers, we explain what is meant by Low Threshold High Ceiling tasks, and why we like them.
Is problem solving at the heart of your curriculum? In this article for teachers, Lynne explains why it should be.
This article, written for primary teachers, links to rich tasks which will help develop the underlying concepts associated with fractions and offers some suggestions for models and images that help. . . .
In this article for teachers, Bernard gives some background about the theme for November 2011's primary activities, which focus on analysing different approaches.
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. . . .
This article for teachers explains why geoboards are such an invaluable resource and introduces several tasks which make use of them.
In this article for teachers, Bernard describes ways to challenge higher-attaining children at primary level.
This article for teachers describes NRICH's work with Creative Partnerships and three Bristol primary schools.
This professional development activity is designed to help you assess your embedding of rich tasks into the curriculum through evaluating a theme
Creativity in the mathematics classroom is not just about what pupils do but also what we do as teachers. If we are thinking creatively about the mathematical experiences we offer our pupils we can. . . .
Presentation given at the MEI conference in Reading 2005
This professional development activity encourages you to investigate what is meant by higher-order thinking skills.
It began in Devon in 2008. The Maths Team was keen to raise the profile of mathematics investigations and further promote mathematical thinking and problem solving in primary classes. Liz was invited. . . .
The aim of this professional development activity is to successfully integrate some rich tasks into your curriculum planning.
This professional development activity encourages you to investigate what pupils are doing when they problem solving.
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 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 article explores the key features of a Low Threshold High Ceiling classroom.
Need some help getting started with solving and thinking about rich tasks? Read on for some friendly advice.
Kirsti Ashworth, an NRICH Teacher Fellow, talks about her experiences of using rich tasks.
Vicki Pike was one of four NRICH Teacher Fellows who worked on embedding NRICH materials into their teaching. In this article, she writes about her experiences of working with students at Key Stage. . . .
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.
In this article for teachers, Liz Woodham describes conversations with Luke, aged 7, as they worked on some mathematics together.
In this article for teachers, Liz Woodham describes resources on NRICH that can help primary-aged children get to grips with negative numbers.
Here are examples of how two schools set about the task of ensuring that problem solving was an integral part of their curriculum.
This is the second part of an article describing the ‘Enriching Mathematics’ project in Devon. The participating teachers describe NRICH activities they have tried with their learners.
Jenny Piggott reflects on the event held to mark her retirement from the directorship of NRICH, but also on problem solving itself.
In this article for primary teachers, we suggest ways in which children's solutions on the NRICH site can be used as a teaching resource in their own right.