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.
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. . . .
This fascinating article delves into the world of talk in the classroom and explains how an understanding of talking can really improve the learning of mathematics.
Suggestions for worthwhile mathematical activity on the subject of angle measurement for all pupils.
This gives a standard set of questions and tips for running rich tasks in the classroom.
Peter Hall was one of four NRICH Teacher Fellows who worked on embedding NRICH materials into their teaching. In this article, he writes about his experiences of working with students at Key. . . .
Kirsti Ashworth, an NRICH Teacher Fellow, talks about her experiences of using rich tasks.
An article that reminds us about the value and importance of communication in the mathematics classroom.
Sharon Walter, an NRICH teacher fellow, talks about her experiences of trying to embed NRICH tasks into her everyday practice.
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.
Ideas to support mathematics teachers who are committed to nurturing confident, resourceful and enthusiastic learners.
What was it like to learn maths at school in the Victorian period? We visited the British Schools Museum in Hitchin to find out.
Mainly for teachers. More mathematics of yesteryear.
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,. . . .
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. . . .
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. . . .
In this article Jenny talks about Assessing Pupils' Progress and the use of NRICH problems.
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. . . .
Members of the NRICH team are beginning to write blogs and this very short article is designed to put the reasoning behind this move in context.
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, 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 Liz Woodham reflects on just how much we really listen to learners’ own questions to determine the mathematical path of lessons.
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. . . .
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. . . .
What are rich tasks and why do they matter?
Gillian Hatch analyses what goes on when mathematical games are used as a pedagogic device.
Activities and material for teachers.
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.
Written for teachers, this article describes four basic approaches children use in understanding fractions as equal parts of a whole.
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
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. . . .
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. . . .
Jenni Way describes her visit to a Japanese mathematics classroom.
Mainly for teachers. More school mathematics of yesteryear.
This article, the second in the series, looks at some different types of games and the sort of mathematical thinking they can develop.
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. A discussion and examples of some of the school mathematics of yesteryear.
Presentation given at the MEI conference in Reading 2005
The second in a series, this article looks at the possible opportunities for children who operate from different intelligences to be involved in "typical" maths problems.
Jennifer Piggott and Charlie Gilderdale describe a free interactive circular geoboard environment that can lead learners to pose mathematical questions.
In this article, Alan Parr shares his experiences of the motivating effect sport can have on the learning of mathematics.
This article discusses the findings of the 1995 TIMMS study how to use this information to close the performance gap that exists between nations.
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. . . .
Teachers who participated in an NRICH workshop produced some posters suggesting how they might use a tessellation interactivity in a range of situations.
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.
Here are examples of how two schools set about the task of ensuring that problem solving was an integral part of their curriculum.
This article explores the links between maths, art and history, and suggests investigations that are enjoyable as well as challenging.
In this article for teachers, Bernard gives an example of taking an initial activity and getting questions going that lead to other explorations.