Resources tagged with: Mathematical Thinking

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There are 41 NRICH Mathematical resources connected to Mathematical Thinking, you may find related items under Mathematics Education and Research.

Broad Topics > Mathematics Education and Research > Mathematical Thinking

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.

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.

Reasoning: Identifying Opportunities (article)

Age 5 to 11

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

Activities on the Gattegno Chart

Age 5 to 11

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

Journeys on the Gattegno Tens Chart

Age 5 to 11

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.

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.

Pattern Sniffing

Age 5 to 11

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.

Encouraging Primary Children to Work Systematically

Age 3 to 11

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

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.

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. . . .

Choosing Rich Tasks for Secondary Classes

Age 11 to 16

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.

Trick or Treat?

Age 11 to 18

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. . . .

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'.

Kingsfield School - Building on Rich Starting Points

Age 5 to 18

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.

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.

Going for Games

Age 5 to 11

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.

Seven Core Tips for Effective Studying

Age 16 to 18

7 core tips for effective studying

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.

Engaging Students, Developing Confidence, Promoting Independence

Age 5 to 18

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

What Is a Mathematically Rich Task?

Age 5 to 18

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

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. . . .

Integrating Rich Tasks - Activity 1.5

Age 5 to 11

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

Generating Curiosity in Mathematics Learning

Charlie Gilderdale discusses ways to encourage students to learn to function mathematically and use higher order thinking skills.

Developing a Framework for Mathematical Enrichment

This paper considers the key aspects of mathematics enrichment and how the content and design of trails (as well as the NRICH site itself) has been influenced by, and built upon, these philosophies.

A Problem Is Only a Problem When You Can't Do It

..or is never as straightforward as you think. Jenny Piggott and Jenni Back ask what are problem solving and mathematical thinking, and how do they relate to what we do in the classroom?

Mathematics Enrichment: What Is it and Who Is it For?

A paper published at the BERA annual conference in Manchester, September 2004.

Logic, and How it Should Influence Our Teaching

Age 5 to 16

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. . . .

Money Problems?

Age 5 to 7

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

Thinking about Different Ways of Thinking

Age 5 to 16

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

Path of Discovery Series: 1. Uncertain Beginnings

Age 5 to 7

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. . . .

Teaching Fractions with Understanding: Part-whole Concept

Age 5 to 14

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

Co-operative Problem Solving: Pieces of the Puzzle Approach

Age 5 to 16

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. . . .

Numbers and Notation - Ambiguities and Confusions

Age 5 to 7

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. . . .

Number Sense Series: Developing Early Number Sense

Age 5 to 7

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

Using Questioning to Stimulate Mathematical Thinking

Age 5 to 14

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. . . .