In this article for teachers, Liz Woodham describes resources on NRICH that can help primary-aged children get to grips with negative numbers.
What might your first lesson with a new class look like? In this article, Cherri Moseley makes some suggestions for primary teachers.
In this article for teachers, Liz Woodham describes the criteria she uses to choose mathematical games for the classroom and shares some examples from NRICH.
Gillian Hatch analyses what goes on when mathematical games are used as a pedagogic device.
Once a basic number sense has developed for numbers up to ten, a strong 'sense of ten' needs to be developed as a foundation for both place value and mental calculations.
While musing about the difficulties children face in comprehending number structure, notation, etc., it occured to the author that there is a vast array of occasions when numbers and signs are used. . . .
This article supplies teachers with information that may be useful in better understanding the nature of games and their role in teaching and learning mathematics.
This article, the second in the series, looks at some different types of games and the sort of mathematical thinking they can develop.
Not all of us a bursting with creative game ideas, but there are several ways to go about creating a game that will assist even the busiest and most reluctant game designer.
These games devised by Jenni Way use dot cards which will help children see the structure of numbers 1-6 and give them confidence as they begin to add and subtract these numbers.
This article for primary teachers suggests ways in which to help children become better at working systematically.
This article for primary teachers expands on the key ideas which underpin early number sense and place value, and suggests activities to support learners as they get to grips with these ideas.
Alf describes how the Gattegno chart helped a class of 7-9 year olds gain an awareness of place value and of the inverse relationship between multiplication and division.
This article for primary teachers encourages exploration of two fundamental ideas, exchange and 'unitising', which will help children become more fluent when calculating.
This article develops the idea of 'ten-ness' as an important element of place value.
In this article for primary teachers, Lynne McClure outlines what is meant by fluency in the context of number and explains how our selection of NRICH tasks can help.
This article for teachers suggests activities based on pegboards, from pattern generation to finding all possible triangles, for example.
This article explores the basic foundations of number sense and outlines relevant research in this area.
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. . . .
An article describing activities which will help develop young children's concept of fractions.
Clare Green looks at the role of the calculator in the teaching and learning of primary mathematics.
Marion Bond investigates the skills needed in order for children to understand money.
In this article, Janine Davenall reflects on children’s personalised mathematical recordings as part of a small research project based in her Reception class.
Written for teachers, this article describes four basic approaches children use in understanding fractions as equal parts of a whole.
In this article for primary teachers we consider in depth when we might reason which helps us understand what reasoning 'looks like'.
By following through the threads of algebraic thinking discussed in this article, we can ensure that children's mathematical experiences follow a continuous progression.
This article for teachers suggests teaching strategies and resources that can help to develop children's number sense.
This article for primary teachers suggests ways in which we can help learners move from being novice reasoners to expert reasoners.
This article takes a closer look at some of the toys and games that can enhance a child's mathematical learning.
This is the first article in a series which aim to provide some insight into the way spatial thinking develops in children, and draw on a range of reported research. The focus of this article is the. . . .
In this article for EY practitioners, Dr Sue Gifford outlines what we mean by subitising and how we can teach it.
This article, written by Dr. Sue Gifford, evaluates the Early Learning Numbers Goal in England, in the light of research.
This article for teachers explains why geoboards are such an invaluable resource and introduces several tasks which make use of them.
In this article we outline how cubes can support children in working mathematically and draw attention to tasks which exemplify this.
This article for teachers outlines different types of recording, depending on the purpose and audience.
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.
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 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.
This article suggests how to dig deeper into who answers questions in your classroom using the game Dotty Six.
What was it like to learn maths at school in the Victorian period? We visited the British Schools Museum in Hitchin to find out.
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.
In this article for teachers, Bernard gives an example of taking an initial activity and getting questions going that lead to other explorations.
Providing opportunities for children to participate in group narrative in our classrooms is vital. Their contrasting views lead to a high level of revision and improvement, and through this process. . . .
In this article, Alan Parr shares his experiences of the motivating effect sport can have on the learning of mathematics.
This article explores the links between maths, art and history, and suggests investigations that are enjoyable as well as challenging.
Find out about the five-term project (January 2014 to July 2015) which NRICH is leading in conjunction with Haringey Council, funded by London Schools Excellence Fund.
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 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 for teachers describes NRICH's work with Creative Partnerships and three Bristol primary schools.
In this article for teachers, Jenni Back offers research-based guidance about the use of manipulatives in the classroom.