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"Over the three years Jordan Ellenberg was writing his book, he repeatedly encountered the same reaction to its subject. "I'd be at a party, and I'd tell someone what my book was about, and then I'd be like-'Hey, where'd you go?'" What topic was so awful and off-putting as to make people flee at its mere mention? Math." Book Review: "How Not to be Wrong" by Jordan Ellenberg

"Educators, policy makers and business leaders often fret about the state of math education, particularly in comparison with other countries. But reading comprehension may be a larger stumbling block, writes Motoko Rich in an important article in today's New York Times: "

"Children are quick to ask "why?" and "how?" when it comes to new things, but research suggests elementary and preschool students learn more when teachers (and, presumably, parents) turn the questions back on them, writes Sarah Sparks in Education Week. Sparks reports on a symposium at the annual Association for Psychological Science research meeting held late last month, where panelists discussed how and when asking students for explanations can best enhance their learning:"

"There's no doubt that students find making to be a creative and engaging activity. But as they tinker, design and invent, are they actually learning anything? Making is too young a phenomenon to have generated a broad research base to answer this question. The literature that does exist comes from enthusiastic champions of making, rather than disinterested investigators. But there are two well-established lines of research within psychology and cognitive science that can inform how we understand making and help us ensure that making leads to learning. Taken together, these two strands of empirical evidence provide the best guide we presently have for maximizing the learning potential of maker activities."