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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 paper explores the value of using problems as a way of challenging children’s mathematical pre-conceptions and problems' potential for extending their knowledge and understanding. It considers some non-standard problems taken from the NRICH website and examines them in the light of children's solutions and what children have said, or implied, about their thinking.

Jennifer Piggott and Charlie Gilderdale describe a free interactive circular geoboard environment that can lead learners to pose mathematical questions.

An introduction to coding and decoding messages and the maths behind how to secretly share information.

Avril Crack describes how she went about planning and setting up a Maths trail for pupils in Bedfordshire.