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
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.
This article for primary teachers outlines the reasons for us selecting the tasks in our Hidden Gems Feature.
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.
In this article, Janine Davenall reflects on children’s personalised mathematical recordings as part of a small research project based in her Reception class.
This article looks at how the National Curriculum aims of problem solving, reasoning and fluency can be embedded in geometry, using NRICH tasks.
In this article for Early Years practitioners, Dr Sue Gifford outlines ways to develop children's problem-solving strategies and confidence in problem solving.
This article for primary teachers uses National Young Mathematicians' Award tasks as contexts in which to develop learners' problem-solving and group-working skills.
This article for primary teachers discusses how we can help learners generalise and prove, using NRICH tasks as examples.
This article for primary teachers suggests ways in which we can help learners move from being novice reasoners to expert reasoners.
This article, written by Dr. Sue Gifford, evaluates the Early Learning Numbers Goal in England, in the light of research.
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.
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.
By following through the threads of algebraic thinking discussed in this article, we can ensure that children's mathematical experiences follow a continuous progression.
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. . . .
This article for teachers explains why geoboards are such an invaluable resource and introduces several tasks which make use of them.
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. . . .
Is problem solving at the heart of your curriculum? In this article for teachers, Lynne explains why it should be.
In this article for teachers, we explain what is meant by Low Threshold High Ceiling tasks, and why we like them.
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 short article outlines a few activities which make use of interlocking cubes.
This article outlines how strategy games can help children develop logical thinking, using examples from the NRICH website.
In this article for teachers, Jennie Pennant outlines how group-worthy tasks support the development of children's problem-solving skills.
This article for teachers suggests a range of activities to help children get better at working in groups.
An article describing activities which will help develop young children's concept of fractions.
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.
This article explores the key features of a Low Threshold High Ceiling classroom.
In this article, the NRICH team describe the process of selecting solutions for publication on the site.
In this article for teachers, Bernard describes ways to challenge higher-attaining children at primary level.
Jenny Piggott reflects on the event held to mark her retirement from the directorship of NRICH, but also on problem solving itself.
Bernard Bagnall looks at what 'problem solving' might really mean in the context of primary classrooms.
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.
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. . . .
In this article for teachers, Elizabeth Carruthers and Maulfry Worthington explore the differences between 'recording mathematics' and 'representing mathematical thinking'.
Here are examples of how two schools set about the task of ensuring that problem solving was an integral part of their curriculum.
A useful entry point into the NRICH site for those students interested in Mathematical Olympiad problems or the Maths Challenges.
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.
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. . . .
In this article for teachers, Liz Woodham describes resources on NRICH that can help primary-aged children get to grips with negative numbers.
In this article for teachers, Liz Woodham describes conversations with Luke, aged 7, as they worked on some mathematics together.
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.
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.
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. . . .
This is the section of stemNRICH devoted to the advanced applied mathematics underlying the study of the sciences at higher levels
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. . . .
Kirsti Ashworth, an NRICH Teacher Fellow, talks about her experiences of using rich tasks.
Need some help getting started with solving and thinking about rich tasks? Read on for some friendly advice.
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. . . .
This professional development activity is designed to help you assess your embedding of rich tasks into the curriculum and, in particular, think about what to do next
This professional development activity is designed to help you assess your embedding of rich tasks into the curriculum through evaluating a theme