The NRICH Approach To Probability
Jenny Gage , writing for NRICH, a math task design group based in Cambridge:
So what’s different about our approach: We start from a problem, not from a technique. The progression is from the empirical to the theoretical, with the formal aspects of the curriculum introduced through the problems. We start each problem with an experiment (using eg. multi-link cubes, specially adapted dice, as well as counters, numbered dice and coins) so that in watching the data accumulate, then analysing it, students can gain a sense of what is happening before being asked to make predictions (which are so often totally ill-informed).
The rest of the description is just as good.
I’ve interacted with the NRICH group a number of times here in the UK. Their approach to math task design is as solid as they come. Be sure to check out their resources.
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Thanks for your kind words about NRICH! The probability stuff had its formal launch yesterday and can be found here . There are a couple of interactive apps with the problems, and more in the offing.
I was lucky enough to be taught by one of the founders of NRICH whilst at Uni in Cambridge and I use NRICH resources a lot in my teaching (and constantly recommend them to colleagues!)
Very much looking forward to coming to see your talk next week Dan!
NRICH is great. Just like Swan’s stuff. Bowland. Freudenthal. That’s why I think EU and US should collaborate more.
Thanks for your kind words about NRICH! The probability stuff had its formal launch yesterday and can be found http://nrich.maths.org/probability . There are a couple of interactive apps with the problems, and more in the offing.
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Become a Problem-Solving School
Problem-solving Schools is an exciting new initiative to help schools raise the profile of mathematical problem-solving and nurture better problem-solvers.
At the heart of our initiative is our Charter , which offers a framework to help you reflect on your current practice and to agree on areas for development. The Charter highlights five key areas:
- Vision and ethos
- Leadership and PD
- Curriculum, pedagogy and assessment
- Classroom culture
- Problem-solving beyond the classroom.
We invite all schools who are committed to nurturing confident mathematical problem-solvers to apply to become Problem-solving Schools.
Registering your school
During the registration process, you’ll be invited to provide:
- key details about your school
- the results of an initial review of your provision, using the Charter as your guide
- details of three agreed areas for development.
Start registration
What happens next?
After your registration is complete, your school will receive its Welcome Pack and a copy of your initial reflections and action plan.
Your Welcome Pack will include information about the support material and webinars available to you, to help your school move forward on its problem-solving journey. You will also receive a Problem-solving Schools badge to display on letterheads and webpages, highlighting your school’s commitment to nurturing problem-solvers.
Problem-solving Schools status is renewable annually, so we’ll get back in touch during the summer term to support schools to reflect on their progress as Problem-solving Schools.
If you have any questions or comments about the Problem-solving Schools initiative, please email [email protected]
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Developing excellence in problem solving with young learners. Becoming confident and competent as a problem solver is a complex process that requires a range of skills and experience. In this article, Jennie suggests that we can support this process in three principal ways.
Problem-solving Schools expand_more. What is the Problem-solving Schools initiative? ... Probability and statistics. Handling, processing and representing data. Probability (spec_group) ... 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 ...
A Guide to Problem Solving. When confronted with a problem, in which the solution is not clear, you need to be a skilled problem-solver to know how to proceed. When you look at STEP problems for the first time, it may seem like this problem-solving skill is out of your reach, but like any skill, you can improve your problem-solving with practice.
The key processes of Functional Skills reflect closely the problem solving model but within three phases: Making sense of situations and representing them. Processing and using the mathematics. Interpreting and communicating the results of the analysis. Problem solving is at the heart of the NRICH site.
Jenny Gage, writing for NRICH, a math task design group based in Cambridge:. So what's different about our approach: We start from a problem, not from a technique. The progression is from the empirical to the theoretical, with the formal aspects of the curriculum introduced through the problems.
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. NRICH is part of the family of activities in the ...
A selection of rich tasks ideal for developing subject content knowledge, mathematical thinking, and problem-solving skills. The Nrich Maths Project Cambridge,England. Mathematics resources for children,parents and teachers to enrich learning. Problems,children's solutions,interactivities,games,articles.
The Nrich Maths Project Cambridge,England. Mathematics resources for children,parents and teachers to enrich learning. Problems,children's solutions,interactivities,games,articles.
The Problem-solving ClassroomThis article forms part of our Problem-solving Classroom Feature, exploring how to create a space in which mathematical. problem solving can flourish. At NRICH, we believe that there are. ing a productive dispositionDe. loping independent learners.This article will address each of these in turn, drawing attention to ...
In planning for problem solving there are several areas to consider: 1. The type of problem you want to focus on. 2. The problem-solving strategy or skill you wish the children to develop. 3. The NRICH four stage problem-solving process. This feature offers ideas on all of these aspects and also links different NRICH activities to each.
Problem-solving schools' charter; Resources and professional development; About NRICH expand_more. About us; ... Probability and statistics. Handling, processing and representing data. Probability (spec_group) ... Libby Jared helped to set up NRICH and this is one of her favourite problems. It's a problem suitable for a wide age range and best ...
Our NRICH mathematics education project is celebrating 25 years of support for schools, teachers, students and parents. A collaboration between the Mathematics and Education Faculties, NRICH focuses on developing problem-solving, supporting every stage of school education with free online resources for ages 3-19 and their teachers.
30 Nov 2023. Our NRICH programme has launched a new initiative to help schools prioritise problem-solving in maths. The NRICH Problem-Solving Schools programme will offer free resources, advice and teacher professional development training. Problem-solving is a critical skill when it comes to empowering students for the future. It opens up a ...
Secondary Curriculum-linked Problems. Our Secondary Curriculum Mapping Document offers our favourite NRICH tasks, organised by curriculum topic and age group. The tasks also appear in the collections below, which are organised using the same headings, but also offer short descriptions of each task.
Probability and statistics. Handling, processing and representing data. Probability (spec_group) ... Learn about our exciting new intiative to embed non-routine problem-solving opportunities in your maths curriculum. Dive in ... The NRICH Project aims to enrich the mathematical experiences of all learners. To support this aim, members of the ...
The NRICH Problem-Solving Schools programme will offer free resources, advice and teacher professional development training. Read more. Mapping the impact of NRICH. NRICH's impact has been highlighted in a report and new interactive map produced by the University of Cambridge. The map showcases the social and economic benefits of University of ...
Problem-solving Schools expand_more. What is the Problem-solving Schools initiative? ... Probability and statistics. Handling, processing and representing data. Probability (spec_group) ... 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 ...
Curriculum, pedagogy and assessment. We are committed to: Regularly embedding non-standard problem-solving opportunities in our maths curriculum for all. Ensuring that problems, and classroom support, offer opportunities for all to experience both struggle and success. Allocating time to developing key problem-solving skills and positive attitudes.
The Nrich Maths Project Cambridge,England. Mathematics resources for children,parents and teachers to enrich learning. Problems,children's solutions,interactivities,games,articles.
This problem introduces the idea of number pyramids as a context to explore number relationships that can be generalised and justified using algebra. The interactivity in the problem provides a 'hook' to engage students' curiosity, and allows them to very quickly perceive how the pyramid changes as the input numbers change.
Become a Problem-Solving School Problem-solving Schools is an exciting new initiative to help schools raise the profile of mathematical problem-solving and nurture better problem-solvers. At the heart of our initiative is our Charter , which offers a framework to help you reflect on your current practice and to agree on areas for development.