# Resources tagged with: Problem solving

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There are 68 NRICH Mathematical resources connected to Problem solving, you may find related items under Mathematics Education and Research.

Broad Topics > Mathematics Education and Research > Problem solving

### Using NRICH Solutions as a Resource

##### Age 5 to 11

In this article for primary teachers, we suggest ways in which children's solutions on the NRICH site can be used as a teaching resource in their own right.

### Hidden Gems: Tasks to Celebrate Our 20th Birthday

##### Age 5 to 11

This article for primary teachers outlines the reasons for us selecting the tasks in our Hidden Gems Feature.

### The Problem-solving Classroom

##### Age 5 to 11

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.

### Young Children's Mathematical Recording

##### Age 3 to 7

In this article, Janine Davenall reflects on children’s personalised mathematical recordings as part of a small research project based in her Reception class.

### Geometry in the Primary Curriculum

##### Age 5 to 11

This article looks at how the National Curriculum aims of problem solving, reasoning and fluency can be embedded in geometry, using NRICH tasks.

### Mathematical Problem Solving in the Early Years: Developing Opportunities, Strategies and Confidence

##### Age 3 to 7

In this article for Early Years practitioners, Dr Sue Gifford outlines ways to develop children's problem-solving strategies and confidence in problem solving.

### Using National Young Mathematicians' Award Tasks to Develop Problem-solving and Group-working Skills

##### Age 7 to 11

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

### Mastering Mathematics: the Challenge of Generalising and Proof

##### Age 5 to 11

This article for primary teachers discusses how we can help learners generalise and prove, using NRICH tasks as examples.

### Reasoning: the Journey from Novice to Expert (article)

##### Age 5 to 11

This article for primary teachers suggests ways in which we can help learners move from being novice reasoners to expert reasoners.

### A Good Foundation for Number Learning for Five Year Olds?

##### Age 3 to 7

This article, written by Dr. Sue Gifford, evaluates the Early Learning Numbers Goal in England, in the light of research.

### Mathematical Problem Solving in the Early Years

This article describes how the NRICH Early Years resources aim to further develop young children's natural problem-solving abilities in the context of mathematics.

### Using NRICH Tasks to Develop Key Problem-solving Skills

##### Age 5 to 11

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.

### What's X Got to Do with It?

##### Age 5 to 16

By following through the threads of algebraic thinking discussed in this article, we can ensure that children's mathematical experiences follow a continuous progression.

### Developing Excellence in Problem Solving with Young Learners

##### Age 5 to 11

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. . . .

### Take a ... Geoboard

##### Age 5 to 11

This article for teachers explains why geoboards are such an invaluable resource and introduces several tasks which make use of them.

### Exploring Fractions

##### Age 5 to 11

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. . . .

### Problem Solving and the New Curriculum

##### Age 5 to 11

Is problem solving at the heart of your curriculum? In this article for teachers, Lynne explains why it should be.

### Low Threshold High Ceiling - an Introduction

##### Age 5 to 18

In this article for teachers, we explain what is meant by Low Threshold High Ceiling tasks, and why we like them.

### Holywell Primary School and NRICH Action Research Project

##### Age 5 to 11

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.

### Many Ideas with a Few Cubes

##### Age 5 to 11

This short article outlines a few activities which make use of interlocking cubes.

### Developing Logical Thinking: the Place of Strategy Games

##### Age 5 to 11

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

### Group-worthy Tasks and Their Potential to Support Children to Develop Independent Problem-solving Skills

##### Age 5 to 11

In this article for teachers, Jennie Pennant outlines how group-worthy tasks support the development of children's problem-solving skills.

### Group-working Skills

##### Age 5 to 11

This article for teachers suggests a range of activities to help children get better at working in groups.

### Early Fraction Development

##### Age 5 to 11

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

### Maths and Creativity in Bristol

##### Age 5 to 11

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

### A New Challenge

##### Age 5 to 11

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

### Creating a Low Threshold High Ceiling Classroom

##### Age 5 to 18

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

### I've Submitted a Solution - What Next?

##### Age 5 to 18

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

### Working with Higher Attaining Mathematicians

##### Age 5 to 11

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

### On Problems and Problem Solving - Looking Backward and Forward

##### Age 5 to 18

Jenny Piggott reflects on the event held to mark her retirement from the directorship of NRICH, but also on problem solving itself.

### Experiencing Problem Solving

##### Age 5 to 11

Bernard Bagnall looks at what 'problem solving' might really mean in the context of primary classrooms.

### Devon Teachers Enriching NRICH - Part 2

##### Age 5 to 11

This is the second part of an article describing the ‘Enriching Mathematics’ project in Devon in 2008-9. The participating teachers describe NRICH activities they have tried with their learners.

### Devon Teachers Enriching NRICH - Part 1

##### Age 5 to 11

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. . . .

### Children's Mathematical Graphics: Understanding the Key Concept

##### Age 5 to 7

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

### Enriching Networks, Inspiring Teachers

##### Age 11 to 16

Here are examples of how two schools set about the task of ensuring that problem solving was an integral part of their curriculum.

##### Age 14 to 18

A useful entry point into the NRICH site for those students interested in Mathematical Olympiad problems or the Maths Challenges.

### Nriching Mathematics in Haringey

This article for teachers describes a joint project in 2007/8 with Haringey Local Authority and NRICH to support improving using and applying mathematics, reasoning and creativity.

### CPD Support Using Rich Mathematical Tasks

Liz Woodham describes a project which took place in 2007-9 working with three primary schools. It aimed to improve mathematics teaching and learning, and to trial and refine an online professional. . . .

##### Age 5 to 11

In this article for teachers, Liz Woodham describes resources on NRICH that can help primary-aged children get to grips with negative numbers.

### Working with Luke

##### Age 5 to 11

In this article for teachers, Liz Woodham describes conversations with Luke, aged 7, as they worked on some mathematics together.

### Breaking the Equation ' Empirical Argument = Proof '

##### Age 7 to 18

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.

### A Problem Is a Problem for All That

##### Age 7 to 16

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.

### Four Teachers Using NRICH

##### Age 5 to 11

Vicki Pike was one of four NRICH Teacher Fellows who worked on embedding NRICH materials into their teaching. In this article, she writes about her experiences of working with students at Key Stage. . . .

##### Age 16 to 18 Challenge Level:

This is the section of stemNRICH devoted to the advanced applied mathematics underlying the study of the sciences at higher levels

### Thinking Through, and By, Visualising

##### Age 7 to 16

This article is based on some of the ideas that emerged during the production of a book which takes visualising as its focus. We began to identify problems which helped us to take a structured view. . . .

### Teachers Using NRICH 2

##### Age 11 to 16

Kirsti Ashworth, an NRICH Teacher Fellow, talks about her experiences of using rich tasks.

### A Problem Is a Problem for All That...

The very problem with problems, namely that they should result in you being stuck, is at the heart of what problem-solving is about. In this article for teachers I talk about just a few of the. . . .