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"A new museum devoted to math (CBS News) Take an unpopular academic subject, a dedicated visionary, and $23 three million, and what have you got? Why, it all adds up to the museum our Mo Rocca's about to guide us through: Math. The very word conjures painful memories: long division . . . Square roots . . . The quadratic equation. Not only do most of us not like it; we're also not very good at it. In an international test of 15-year-olds, the U.S. placed 24th out of 64 countries. "We don't currently, in this country, have a cultural expectation that yeah, you're going to learn math just like you're going to learn reading," said Glen Whitney. "It's okay to not be good at math." Glen Whitney is good at math."

" Home News Local News 'Math with (Mrs.) Buhrman' Story Comments Image (2) ShareShare Print Create a hardcopy of this page Font Size: Default font size Larger font size Previous Next Mobile math Barrett Stinson Math students in Danielle Buhrman's classes at Grand Island Senior High -- including (from left) Evelyn Dominguez, Kimberly Ruiz and Austin Ryan -- are encouraged to use their cellphones and other mobile devices in class to access the "Math With Buhrman" website, which features videos of Buhrman working on problems from their curriculum. Students can also use the website when they get stuck on a problem while doing homework. (Independent/Barrett Stinson) Posted: Saturday, December 8, 2012 11:45 pm | Updated: 11:24 am, Mon Dec 10, 2012. By Harold Reutter harold.reutter@theindependent.com | 0 comments Posted on December 8, 2012 Harold Reutter by Harold Reutter S"

"But what was so different about how these women learned math in high school? How did their math teachers form bonds so strong that years later they were attending students' weddings in Mexico? The answer: Complex Instruction. This pedagogy is not specific to math and has been in the literature for decades, originally researched by Elizabeth Cohen and Rachel Lotan at Stanford University. Teachers at Railside High discovered the methodology when they were undergoing an accreditation review and were told they needed to drastically change something to improve their results. The ultimatum prompted teachers to try something different - heterogeneous classes, high expectations for all students and, above all, approaching math with an eye to students' strengths."

"Amazon.com is launching a national movement to eradicate the fear math imparts in many U.S. students. The initiative orbits around the slogan "With Math I Can" and an eponymous website. It was developed by an Amazon division devoted to providing tech-based resources for K-12 education. TenMarks, an online math instruction company that Amazon bought in late 2013, is getting top billing in the campaign's launch: Amazon says that teachers using that company's services helped inspire the initiative."

"Today's math curriculum is teaching students to expect -- and excel at -- paint-by-numbers classwork, robbing kids of a skill more important than solving problems: formulating them. At TEDxNYED, Dan Meyer shows classroom-tested math exercises that prompt students to stop and think. Dan Meyer is exploring the way we teach teachers to teach kids"

"Scannable technology can totally alter the way that you think about teaching and learning in the math classroom. This powerful free and low-cost technology can support students inside and outside the classroom and change the way you think about interacting with content. QR codes and augmented reality are scannable technology tools that are perfect for K-12 math classrooms. A Quick Response (QR) code connects users to a link such as a website, YouTube video, or audio clip. Augmented reality (AR) layers digital content over the real world. There are a handful of apps that have pre-made AR experiences and a few tools that you can use to create your own. Once you explore these tools and understand their capabilities, scannable technology offers exciting possibilities for deeper learning."

Math Video Podcasts

"Culture Teaching Strategies: Science, Math, and Fan Fiction: What's Worth Learning? What happens when you allow kids to figure out their own path to learning by giving them access to the online community? That's one of the thoughtful questions Richard Halverson, co-author of Rethinking Education in the Age of Technology, brings up in this interview at the CYTSE conference."

"Animas High School's Escape Room. And it might be the perfect entertainment for a spring evening. "Six geniuses can enter the room," said Aliza Cruz, a math teacher at AHS, "but if they can't work together, they probably won't get out." The origin of escape rooms is somewhat in dispute, but whether they began in Silicon Valley in 2006 or in Japan in 2007, they have spread around the world. Likened to a physical version of "escape-the-room" video games, they can be set to resemble such things as a space station or a dungeon."

"NRICH is part of the family of activities in the Millennium Mathematics Project, which also includes the Plus and Motivate sites."

"This week I'd like you to meet top-notch STEM program developer Dr. Susan Pruet. I was fortunate enough to work with Susan as she developed and directed two remarkably successful NSF-funded school reform efforts involving STEM education: the Maysville/Mobile Math Initiative and, more recently, the middle grades program Engaging Youth through Engineering. Susan - best described as a high-energy dynamo - has a talent and a well-designed process for establishing successful STEM reform initiatives. And she is masterful at joining hands with teachers, administrators, and community & business leaders to make it happen. In this guest blog post, Susan passes along some of her wisdom on how to design and implement a successful, sustainable STEM program. Here are 7 tips Susan thinks you should know up front."

"Editor's Note: Andrew Miller is a consultant for the Buck Institute for Education, an organization that specializes in project-based curriculum. He also creates curriculum and instruction at Giant Campus, which seeks to create 21st century learners using PBL in an online environment. "

"Sunnyside Unified School District, a self-proclaimed "tech-savvy school district" in Tucson, AZ, has completed the introduction of a 1-to-1 program for the 2012-2013 school year for students in grades 4 through 9. As part of that initiative, the district, with about 18,000 students, implemented a new learning environment with digital curriculum aligning with the Common Core State Standards for core subject areas, encompassing math, language arts, social studies, and science."

"'We must reimagine middle school science and math not as a way to prepare students for high school, but as a place where students are inventors, scientists, and mathematicians today.' So say Sylvia Martinez and Gary Stager in this exciting guest article about the Maker Movement and its implications for kids, schools and STEM studies. Martinez and Stager are the authors of a must-read book, Invent To Learn: Making, Tinkering, and Engineering in the Classroom. In this informative post, they encourage STEM educators, school leaders and teachers across the curriculum to transform our classrooms into centers of innovative thinking and experimenting. ~ Anne Jolly"

"Can creativity be taught? Absolutely. The real question is: "How do we teach it?" In school, instead of crossing subjects and classes, we teach them in a very rigid manner. Very rarely do you witness math and science teachers or English and history teachers collaborating with each other. Sticking in your silo, shell, and expertise is comfortable. Well, it's time to crack that shell. It's time to abolish silos and subjects. Joichi Ito, director of the M.I.T. Media Lab, told me that rather than interdisciplinary education, which merges two or more disciplines, we need anti-disciplinary education, a term coined by Sandy Pentland, head of the lab's Human Dynamics group."

"In math, the Rule of Three is a method of finding a ratio. In English essay writing, the Rule of Three states that things are more interesting to read in triads. In presentations, the Rule of Three comes in handy to keep the audience engaged, and in entertainment, the idea of trebling makes jokes and gags funnier. As it turns out, economists, chemists, aviators, and scuba divers use the Rule of Three (even Agatha Christie did when she wrote a series of plays entitled, The Rule of Three). Although it has not been labeled as the Rule of Three, great educators have used it in classrooms since Aristotle (ever heard of syllogisms?). So what is the Rule of Three for learning? Well it is as simple as one, two, three (not kidding). The Rule of Three for learning basically establishes the requirement that students be given the opportunity to learn something at least three times before they are expected to know it and apply it."

"Editor's Note: Through video observation, collaborative planning, and candid, constructive criticism, California high school math teachers Mike Fauteux and Rose Zapata have devised a formula to improve their practice and increase student achievement. After Edutopia produced this video, Mike and Rose, who teach at Leadership Public School in Hayward, CA, shared their insights with me about how to create a successful team teaching partnership."

"Editor's Note: Paul Bogdan was once an old-fashioned lecturing teacher centered secondary math teacher who left teaching for 14 years to build computer systems. He has come back and is reborn as a student-centered teacher trying to make a difference and trying to figure out what works in today's classroom."

"When teachers read professional books, the majority of interaction around the content is based solely on our interpretation and its application to our work. While we know discussing the content with others would allow us to gain a new perspective on the material, finding time for a book study seems nearly impossible; and particularly with this subject, finding someone who would love to read and engage in discussions around a math book is often difficult."

"Many students face the same strange situation when learning to read. There are plenty of hours allotted for reading instruction-far more than for writing, science, art, or even math-yet a child can go through an entire day without holding an actual book in her hands."