In mathematics classrooms, we are sometimes guilty of being satisfied with a 'pattern-spotting' approach to learning mathematics. As part of our feature on Patterns in Number Sequences, the ATM have kindly given us permission to share the following article written by Dave Hewitt, where he alerts us to 'the richness that can be gained by
looking at a particular situation in some depth, rather than looking at it superficially in order to get a result for a table and then rushing on to the next example'.
The NRICH Project aims to enrich the mathematical experiences of all learners. To support this aim, members of the
NRICH team work in a wide range of capacities, including providing professional development for teachers wishing to
embed rich mathematical tasks into everyday classroom practice.