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.

NRICH's materials have always been shared online, free of charge and without any barriers, internationally, and the site welcomed over 10 million visits from users worldwide in 2020/21. Alongside the free online resources, the team provides support and professional development training for teachers to help them build lessons around NRICH resources and maximise their impact in the classroom. We also work with thousands of students every year through face to face events and webinars.

Problem-solvers for the future

NRICH has become globally recognised for its 'low-threshold, high-ceiling' approach. NRICH resources are designed to develop students' problem-solving skills, perseverance, mathematical reasoning, ability to apply knowledge creatively in unfamiliar contexts, and confidence in tackling new challenges.

The impact of NRICH's work is clear. "For me, I think the children in my class have become far more adventurous and courageous," commented a Tower Hamlets teacher after taking part in an NRICH training programme. "They’re able to solve problems with confidence, they’re flexible, they're thoughtful and objective, and I really feel that it’s promoting the idea of them being a problem solver for the future."

Over the past two years, NRICH has also reached out to help parents as well as teachers. When the COVID-19 pandemic closed schools in 2020, NRICH was ready straight away to step into the gap with 'Maths at Home' ideas to support homeschooling - with the website attracting over a million pageviews a week.

In the film below NRICH Director Dr Ems Lord, maths teacher Mark Dawes and Professor Colm-Cille Caulfield and Professor Julia Gog OBE from Cambridge's Faculty of Mathematics discuss the importance of NRICH's work - and why there's a difference between learning mathematics to pass an exam and thinking like a mathematician.



Read more in the University's special feature article Counting on Maths: NRICH at 25.