There are 130 NRICH Mathematical resources connected to Pedagogy, you may find related items under Mathematics Education and Research.Broad Topics > Mathematics Education and Research > Pedagogy
In this article, Alan Parr shares his experiences of the motivating effect sport can have on the learning of mathematics.
This is the introductory page of a set of resources designed to support teachers in using rich tasks in their daily mathematics lesson.
In this article for EY practitioners, Dr Sue Gifford outlines what we mean by subitising and how we can teach it.
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 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 describes how one nursery setting focused on tidying up time as a context in which to explicitly target the development of number and calculation skills.
In this article, Dr Sue Gifford outlines how we can create positive attitudes and higher achievement in mathematics, starting in the Early Years.
This article for primary teachers suggests ways in which we can help learners move from being novice reasoners to expert reasoners.
What are rich tasks and why do they matter?
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.
In this article for primary teachers we consider in depth when we might reason which helps us understand what reasoning 'looks like'.
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. . . .
In this article we outline how cubes can support children in working mathematically and draw attention to tasks which exemplify this.
This article for primary teachers encourages exploration of two fundamental ideas, exchange and 'unitising', which will help children become more fluent when calculating.
Find out about the five-term project (January 2014 to July 2015) which NRICH is leading in conjunction with Haringey Council, funded by London Schools Excellence Fund.
These games devised by Jenni Way use dot cards which will help children see the structure of numbers 1-6 and give them confidence as they begin to add and subtract these numbers.
This article for primary teachers expands on the key ideas which underpin early number sense and place value, and suggests activities to support learners as they get to grips with these ideas.
This article develops the idea of 'ten-ness' as an important element of place value.
This article explores the basic foundations of number sense and outlines relevant research in this area.
This article for teachers explains why geoboards are such an invaluable resource and introduces several tasks which make use of them.
In this article for primary teachers, Lynne McClure outlines what is meant by fluency in the context of number and explains how our selection of NRICH tasks can help.
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. . . .
In this article for teachers, Jenni Back offers research-based guidance about the use of manipulatives in the classroom.
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 suggests how to dig deeper into who answers questions in your classroom using the game Dotty Six.
This article offers you practical ways to investigate aspects of your classroom culture.
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 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 article for teachers suggests activities based on pegboards, from pattern generation to finding all possible triangles, for example.
This article for teachers outlines different types of recording, depending on the purpose and audience.
This article for primary teachers suggests ways in which to help children become better at working systematically.
An article describing activities which will help develop young children's concept of fractions.
Collection of articles for primary teachers
This article reports on a brief study concerning the algebraic fluency of highly performing UK mathematics students
This article for teachers describes NRICH's work from 2010 to 2011 with Creative Partnerships and three Bristol primary schools.
Liz Woodham describes a project with four primary/first schools in the East of England, focusing on rich mathematical tasks and funded by the NCETM.
In this article Liz Woodham reflects on just how much we really listen to learners’ own questions to determine the mathematical path of lessons.
In this article for teachers, Bernard describes ways to challenge higher-attaining children at primary level.
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.
What might your first lesson with a new class look like? In this article, Cherri Moseley makes some suggestions for primary teachers.
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. . . .
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.
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. . . .