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.
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 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. . . .
In this article for students, we outline what we believe are the five key ingredients that make a successful mathematician. Where are your strengths? What might you want to work on?
In this article for teachers, we explain what is meant by Low Threshold High Ceiling tasks, and why we like them.
This article explores the key features of a Low Threshold High Ceiling classroom.
Jenny Piggott reflects on the event held to mark her retirement from the directorship of NRICH, but also on problem solving itself.
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.
This article, the first in a series, discusses mathematical-logical intelligence as described by Howard Gardner.
Here are examples of how two schools set about the task of ensuring that problem solving was an integral part of their curriculum.
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.
Ideas to support mathematics teachers who are committed to nurturing confident, resourceful and enthusiastic learners.
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.
An article that reminds us about the value and importance of communication in the mathematics classroom.
Here we describe the essence of a 'rich' mathematical task
Need some help getting started with solving and thinking about rich tasks? Read on for some friendly advice.
In this very brief article, the NRICH Team outlines what they understand by the term 'rich mathematics'.