What we think and why we think it

The development of NRICH Secondary resources is informed by the following beliefs:

Natural Curiosity

  • People are naturally curious about mathematics.
  • Gaining mathematical understanding is intrinsically satisfying.
  • There are many ways of working mathematically.

    Thinking Mathematically

  • Mathematics is a worthwhile, interesting intellectual activity.
  • Truth in mathematics is established by deductive reasoning rather than empirical evidence or opinion.
  • Mathematics has order and structure and can be beautiful.

    Working Collaboratively

  • Exchanging questions and ideas is an important part of working mathematically.
  • We learn by reflecting on our mistakes and misconceptions.

    Mindset and Determination

  • A person’s mathematical ability is not fixed: everyone can make progress.
  • Everyone should have the opportunity to grapple with problems that they do not yet know how to solve.
  • Eveyone should have the opportunity to succeed mathematically.

This leads us to believe that all learners are entitled to:

  • a rich mathematical learning experience
  • assessment criteria that offer them opportunities to succeed
  • a challenging mathematical curriculum which offers them opportunities to struggle

NRICH aims to offer free resources for teachers who are committed to nurturing confident, resourceful and enthusiastic learners of mathematics. To find out more, see Enriching the Secondary Curriculum.

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