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.
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 Liz Woodham reflects on just how much we really listen to learners’ own questions to determine the mathematical path of lessons.
In this article we outline how cubes can support children in working mathematically and draw attention to tasks which exemplify this.
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. . . .
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.
This article for primary teachers suggests ways in which to help children become better at working systematically.
This article for teachers suggests activities based on pegboards, from pattern generation to finding all possible triangles, for example.
Gillian Hatch analyses what goes on when mathematical games are used as a pedagogic device.
What was it like to learn maths at school in the Victorian period? We visited the British Schools Museum in Hitchin to find out.
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, the second in the series, looks at some different types of games and the sort of mathematical thinking they can develop.
In this article, Alan Parr shares his experiences of the motivating effect sport can have on the learning of mathematics.
For teachers. Yet more school maths from long ago-interest and percentages.
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, Bernard gives an example of taking an initial activity and getting questions going that lead to other explorations.
Jennifer Piggott and Charlie Gilderdale describe a free interactive circular geoboard environment that can lead learners to pose mathematical questions.
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 for teachers explains why geoboards are such an invaluable resource and introduces several tasks which make use of them.
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 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.
What might your first lesson with a new class look like? In this article, Cherri Moseley makes some suggestions for primary teachers.
This article explores the basic foundations of number sense and outlines relevant research in this area.
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.
In this article for primary teachers we consider in depth when we might reason which helps us understand what reasoning 'looks like'.
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 explores the links between maths, art and history, and suggests investigations that are enjoyable as well as challenging.
This article for primary teachers suggests ways in which we can help learners move from being novice reasoners to expert reasoners.
Some questions and prompts to encourage discussion about what experiences you want to give your pupils to help them reach their full potential in mathematics.
This article for teachers outlines different types of recording, depending on the purpose and audience.
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, 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. . . .
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.
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. . . .
This article for teachers describes NRICH's work from 2010 to 2011 with Creative Partnerships and three Bristol primary schools.
Teachers who participated in an NRICH workshop produced some posters suggesting how they might use a tessellation interactivity in a range of situations.
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, Jenni Back offers research-based guidance about the use of manipulatives in the classroom.
This article develops the idea of 'ten-ness' as an important element of place value.
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 looks at how the National Curriculum aims of problem solving, reasoning and fluency can be embedded in geometry, using NRICH tasks.
What are rich tasks and why do they matter?
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.
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. . . .
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 primary teachers encourages exploration of two fundamental ideas, exchange and 'unitising', which will help children become more fluent when calculating.
An article describing activities which will help develop young children's concept of fractions.