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.
Written for teachers, this article describes four basic approaches children use in understanding fractions as equal parts of a whole.
What was it like to learn maths at school in the Victorian period? We visited the British Schools Museum in Hitchin to find out.
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.
This article, the second in the series, looks at some different types of games and the sort of mathematical thinking they can develop.
What might your first lesson with a new class look like? In this article, Cherri Moseley makes some suggestions for primary teachers.
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.
Mainly for teachers. More mathematics of yesteryear.
In this article for teachers, Liz Woodham describes resources on NRICH that can help primary-aged children get to grips with negative numbers.
Clare Green looks at the role of the calculator in the teaching and learning of primary mathematics.
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. . . .
This article for primary teachers suggests ways in which to help children become better at working systematically.
This article explores the basic foundations of number sense and outlines relevant research in this area.
This article for teachers outlines different types of recording, depending on the purpose and audience.
This article for teachers explains why geoboards are such an invaluable resource and introduces several tasks which make use of them.
This article for teachers suggests activities based on pegboards, from pattern generation to finding all possible triangles, for example.
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 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.
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 for primary teachers suggests ways in which we can help learners move from being novice reasoners to expert reasoners.
This article explores the links between maths, art and history, and suggests investigations that are enjoyable as well as challenging.
In this article for primary teachers we consider in depth when we might reason which helps us understand what reasoning 'looks like'.
Suggestions for worthwhile mathematical activity on the subject of angle measurement for all pupils.
This article describes investigations that offer opportunities for children to think differently, and pose their own questions, about shapes.
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 develops the idea of 'ten-ness' as an important element of place value.
In this article Liz Woodham reflects on just how much we really listen to learners’ own questions to determine the mathematical path of lessons.
Group work depends on effective team work. This article describes attributes of effective team work and links to "Team Building" problems that can be used to develop learners' team working skills.
In this article for teachers, Alan Parr looks at ways that mathematics teaching and learning can start from the useful and interesting things can we do with the subject, including. . . .
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.
In this article for teachers, Bernard describes ways to challenge higher-attaining children at primary level.
Liz Woodham describes a project with four primary/first schools in the East of England, focusing on rich mathematical tasks and funded by the NCETM.
In this article, Alan Parr shares his experiences of the motivating effect sport can have on the learning of mathematics.
Jennifer Piggott and Steve Hewson write about an area of teaching and learning mathematics that has been engaging their interest recently. As they explain, the word ‘trick’ can be applied to. . . .
Teachers who participated in an NRICH workshop produced some posters suggesting how they might use a tessellation interactivity in a range of situations.
Is problem solving at the heart of your curriculum? In this article for teachers, Lynne explains why it should be.
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.
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 suggests how to dig deeper into who answers questions in your classroom using the game Dotty Six.
This article offers you practical ways to investigate aspects of your classroom culture.
In this article for teachers, we explain what is meant by Low Threshold High Ceiling tasks, and why we like them.
In this article Jenny talks about Assessing Pupils' Progress and the use of NRICH problems.
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.
In this article we outline how cubes can support children in working mathematically and draw attention to tasks which exemplify this.
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. . . .