Which of these games would you play to give yourself the best possible chance of winning a prize?

Explore when it is possible to construct a circle which just touches all four sides of a quadrilateral.

Is it really greener to go on the bus, or to buy local?

Can you make sense of these three proofs of Pythagoras' Theorem?

Investigate the properties of quadrilaterals which can be drawn with a circle just touching each side and another circle just touching each vertex.

How do these modelling assumption affect the solutions?

Why MUST these statistical statements probably be at least a little bit wrong?

Was it possible that this dangerous driving penalty was issued in error?

Have a go at being mathematically negative, by negating these statements.

Is the process fair? This question often gives rise to disagreements and discussion. Tom gives a clear logical explanation and uses a tree diagram and a spreadsheet.

This fascinating article delves into the world of talk in the classroom and explains how an understanding of talking can really improve the learning of mathematics.

An article demonstrating mathematically how various physical modelling assumptions affect the solution to the seemingly simple problem of the projectile.

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.