Problem solving for all: from framework to classroom practice

At Maths Horizons, we have developed a framework for how the curriculum can better support richer mathematical thinking. Central to this is a more precise understanding of the different types of problems pupils should encounter, and the principle that pupils – regardless of prior attainment – can  engage meaningfully in problem solving. 

We are pleased to share the next step in this work: a set of pilot resources designed to bring this framework into the classroom. Initial materials are available for Key Stages 2 and 3, with Key Stages 1 and 4 to follow.  

These resources are underpinned by a key principle: problem solving should be a shared entitlement, not an optional extra or reserved for a minority of pupils. Pupils should encounter a range of mathematical tasks. Some are closely connected to current curriculum content, supporting reasoning, explanation, and the purposeful use of procedures. Others are non-routine, requiring pupils to draw on prior knowledge, recognise underlying mathematical structures, and decide how to proceed. 

Our pilot resources reflect this balance. Each problem is designed for flexible use: 

• to deepen thinking within current curriculum content

• or as a non-routine task drawing on previously taught material

We are keen to test these pilot resources in classrooms. The impact of problem solving depends not only on the tasks themselves, but on how they are enacted by teachers and experienced by pupils. By working with schools, we aim to refine our understanding of how curriculum, task design and classroom practice combine to support richer mathematical thinking for all. 

To get involved, visit our website to download the pilot resources and find out more.