This article outlines how strategy games can help children develop logical thinking, using examples from the NRICH website.

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.

This article for primary teachers suggests ways in which to help children become better at working systematically.

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 for primary teachers outlines how we can encourage children to create, identify, extend and explain number patterns and why being able to do so is useful.

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 suggests ways in which we can help learners move from being novice reasoners to expert reasoners.

In this article for teachers, Elizabeth Carruthers and Maulfry Worthington explore the differences between 'recording mathematics' and 'representing mathematical thinking'.

In this article for primary teachers we consider in depth when we might reason which helps us understand what reasoning 'looks like'.

An article describing activities which will help develop young children's concept of fractions.

In this article, the NRICH team describe the process of selecting solutions for publication on the site.

In this article, Alf outlines six activities using the Gattegno chart, which help to develop understanding of place value, 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.

Written for teachers, this article describes four basic approaches children use in understanding fractions as equal parts of a whole.

Marion Bond investigates the skills needed in order for children to understand money.

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. . . .

Marion Bond suggests that we try to imagine mathematical knowledge as a broad crazy paving rather than a path of stepping stones. There is no one right place to start and there is no one right route. . . .

This article for teachers suggests teaching strategies and resources that can help to develop children's number sense.

Good questioning techniques have long being regarded as a fundamental tool of effective teachers. This article for teachers looks at different categories of questions that can promote mathematical. . . .

This article for teachers describes NRICH's work from 2010 to 2011 with Creative Partnerships and three Bristol primary schools.

In this article for teachers, Bernard gives some background about the theme for November 2011's primary activities, which focus on analysing different approaches.

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. . . .

This article explores the key features of a Low Threshold High Ceiling classroom.

In this article for teachers, Bernard describes ways to challenge higher-attaining children at primary level.

This is the second part of an article describing the â€˜Enriching Mathematicsâ€™ project in Devon in 2008-9. The participating teachers describe NRICH activities they have tried with their learners.

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.

Ideas to support mathematics teachers who are committed to nurturing confident, resourceful and enthusiastic learners.

Here we describe the essence of a 'rich' mathematical task

This professional development activity encourages you to investigate what pupils are doing when they problem solving.

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. . . .

This article, the first in a series, discusses mathematical-logical intelligence as described by Howard Gardner.

This article for primary teachers uses National Young Mathematicians' Award tasks as contexts in which to develop learners' problem-solving and group-working skills.