As teachers, we appreciate the need to have clear objectives at the start of lessons but have been aware of the limitations this sometimes seems to place on our ability to get the most out of using rich tasks. In this article we talk about how we managed this tension.
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What is the greatest number of counters you can place on the grid below without four of them lying at the corners of a square?
How can we help students make sense of addition and subtraction of negative numbers?
In this article, Janine Davenall reflects on children's personalised mathematical recordings as part of a small research project based in her Reception class.
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Have you ever wondered what it would be like to race against Usain Bolt?
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Explore some of the different types of network, and prove a result about network trees.
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Can you find a way to identify times tables after they have been shifted up or down?
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This 100 square jigsaw is written in code. It starts with 1 and ends with 100. Can you build it up?
This page, and the accompanying webinar recordings, draw attention to the value of offering learners opportunities to conjecture and generalise.
