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This gives a standard set of questions and tips for running rich tasks in the classroom.

A group of teachers involved in embedding NRICH tasks into their everyday practice were keen to challenge common perceptions of mathematics and of teaching and learning mathematics. In this article, the teachers share what they are doing to change perceptions in their schools.

A group of teachers involved in embedding NRICH tasks into their everyday practice decided they needed to address the (im)balance between teacher and student activity in their classrooms. In this article they share the issues they identified and what they have been doing to address them.

This article describes no ordinary maths lesson. There were 24 children, mostly Years 3 and 4, and there were 17 adults working with them - mothers, fathers, one grandmother and two grandfathers, a classroom assistant and their regular teacher. Every child was working with an adult, and no two adults sat together.

In this very brief article, the NRICH Team outlines what they understand by the term 'rich mathematics'.

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 presents a style of problem-solving activity that has the potential to benefit ALL children in a class, both mathematically and socially, and is readily adaptable to most topics in mathematics curricula.