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Melanie Barkley

Maths Maps - A New Collaborative Project | edte.ch - 88 views

edte.ch/...ps-a-new-collaborative-project

math collaboration maps

shared by Melanie Barkley on 07 Feb 10 - Cached
  • Some background Four years ago I created Google Earth resources for the classroom and posted them to the GE Community Forum. Two of them were called Maths in Madrid and Maths in Las Vegas. These were based on the fact that there is maths all around us, every day, everywhere we look. Google Earth (and Maps) gives us a great perspective on it all. It also provides easy access for our students to see rich visual content that depicts everyday maths. I have always loved the idea of children seeing the maths they are working on. The only issue with Google Earth is that it is restrictive in two ways. It is not browser based and it is impossible for me to create a resource for others to collaborate on.
  • Anne McCormack on 07 Feb 10
     
    Combining math with Google Earth to create exciting classroom projects. This is a collaborative Google presentation.
  • Melanie Barkley on 02 Aug 11
     
    Math Maps Project Using Google Earth
Maughn Gregory

How to Fix Our Math Education - NYTimes.com - 63 views

www.nytimes.com/...to-fix-our-math-education.html

education math ed_aims ed_content applied

shared by Maughn Gregory on 25 Aug 11 - No Cached
  • the assumption that there is a single established body of mathematical skills that everyone needs to know to be prepared for 21st-century careers. This assumption is wrong. The truth is that different sets of math skills are useful for different careers, and our math education should be changed to reflect this fact.
  • Today, American high schools offer a sequence of algebra, geometry, more algebra, pre-calculus and calculus (or a “reform” version in which these topics are interwoven). This has been codified by the Common Core State Standards, recently adopted by more than 40 states. This highly abstract curriculum is simply not the best way to prepare a vast majority of high school students for life.
  • A math curriculum that focused on real-life problems would still expose students to the abstract tools of mathematics, especially the manipulation of unknown quantities. But there is a world of difference between teaching “pure” math, with no context, and teaching relevant problems that will lead students to appreciate how a mathematical formula models and clarifies real-world situations.
  • ...4 more annotations...
  • For instance, how often do most adults encounter a situation in which they need to solve a quadratic equation? Do they need to know what constitutes a “group of transformations” or a “complex number”? Of course professional mathematicians, physicists and engineers need to know all this, but most citizens would be better served by studying how mortgages are priced, how computers are programmed and how the statistical results of a medical trial are to be understood.
  • Imagine replacing the sequence of algebra, geometry and calculus with a sequence of finance, data and basic engineering.
  • Traditionalists will object that the standard curriculum teaches valuable abstract reasoning, even if the specific skills acquired are not immediately useful in later life. A generation ago, traditionalists were also arguing that studying Latin, though it had no practical application, helped students develop unique linguistic skills. We believe that studying applied math, like learning living languages, provides both useable knowledge and abstract skills.
  • In math, what we need is “quantitative literacy,” the ability to make quantitative connections whenever life requires (as when we are confronted with conflicting medical test results but need to decide whether to undergo a further procedure) and “mathematical modeling,” the ability to move practically between everyday problems and mathematical formulations (as when we decide whether it is better to buy or lease a new car).
smilex3md

How I Rewired My Brain to Become Fluent in Math - Issue 17: Big Bangs - Nautilus - 2 views

nautil.us/...brain-to-become-fluent-in-math

teaching education nautilus article math learning repetition

shared by smilex3md on 23 Sep 16 - No Cached
  • By championing the importance of understanding, teachers can inadvertently set their students up for failure as those students blunder in illusions of competence. As one (failing) engineering student recently told me: “I just don’t see how I could have done so poorly. I understood it when you taught it in class.” My student may have thought he’d understood it at the time, and perhaps he did, but he’d never practiced using the concept to truly internalize it. He had not developed any kind of procedural fluency or ability to apply what he thought he understood.
  • Time after time, professors in mathematics and the sciences have told me that building well-ingrained chunks of expertise through practice and repetition was absolutely vital to their success. Understanding doesn’t build fluency; instead, fluency builds understanding. In fact, I believe that true understanding of a complex subject comes only from fluency.
  • smilex3md on 23 Sep 16
     
    "How I Rewired My Brain to Become Fluent in Math Sorry, education reformers, it's still memorization and repetition we need."
Martin Burrett

Fact Worms Maths game - 82 views

www.fuelthebrain.com/...play.php

maths double addition subtraction

shared by Martin Burrett on 06 Sep 11 - No Cached
  • Martin Burrett on 06 Sep 11
     
    Practise near doubles, addition and subtraction with this good worm themed maths game. http://ictmagic.wikispaces.com/maths
Martin Burrett

Basketball Math Facts Practice | Addition, Subtraction, Multiplication and Division - 64 views

www.abcya.com/math_facts_game.htm

maths division addition multiplication subtraction game

shared by Martin Burrett on 02 Jul 11 - Cached
  • Martin Burrett on 02 Jul 11
     
    Answer maths questions on x + - and ÷ to win the chance to shoot at the basketball hoop. http://ictmagic.wikispaces.com/Maths
Martin Burrett

Division Facts - 41 views

www.mathplayground.com/division01.html

division maths games

shared by Martin Burrett on 16 Aug 11 - Cached
  • Martin Burrett on 16 Aug 11
     
    An easy maths division game without remainders where players type in their answer into a box to score points. http://ictmagic.wikispaces.com/Maths
Deborah Baillesderr

Fun and Free Summer Learning Resources | Edutopia - 100 views

www.edutopia.org/...-learning-resources-matt-davis

fun free summer learning resources

shared by Deborah Baillesderr on 01 Jun 14 - No Cached
  • Deborah Baillesderr on 01 Jun 14
     
    "Summer learning loss is a real problem. In fact, research suggests student lose more than two months of math knowledge during the summer, and reading skill loss is similar. Here, we've compiled a few resources to keep students learning through the dog days of summer, with a particular focus on math and reading."
Lisa C. Hurst

Inside the School Silicon Valley Thinks Will Save Education | WIRED - 9 views

www.wired.com/altschool

shared by Lisa C. Hurst on 05 May 15 - No Cached
  • Lisa C. Hurst on 05 May 15
     
    "AUTHOR: ISSIE LAPOWSKY. ISSIE LAPOWSKY DATE OF PUBLICATION: 05.04.15. 05.04.15 TIME OF PUBLICATION: 7:00 AM. 7:00 AM INSIDE THE SCHOOL SILICON VALLEY THINKS WILL SAVE EDUCATION Click to Open Overlay Gallery Students in the youngest class at the Fort Mason AltSchool help their teacher, Jennifer Aguilar, compile a list of what they know and what they want to know about butterflies. CHRISTIE HEMM KLOK/WIRED SO YOU'RE A parent, thinking about sending your 7-year-old to this rogue startup of a school you heard about from your friend's neighbor's sister. It's prospective parent information day, and you make the trek to San Francisco's South of Market neighborhood. You walk up to the second floor of the school, file into a glass-walled conference room overlooking a classroom, and take a seat alongside dozens of other parents who, like you, feel that public schools-with their endless bubble-filled tests, 38-kid classrooms, and antiquated approach to learning-just aren't cutting it. At the same time, you're thinking: this school is kind of weird. On one side of the glass is a cheery little scene, with two teachers leading two different middle school lessons on opposite ends of the room. But on the other side is something altogether unusual: an airy and open office with vaulted ceilings, sunlight streaming onto low-slung couches, and rows of hoodie-wearing employees typing away on their computers while munching on free snacks from the kitchen. And while you can't quite be sure, you think that might be a robot on wheels roaming about. Then there's the guy who's standing at the front of the conference room, the school's founder. Dressed in the San Francisco standard issue t-shirt and jeans, he's unlike any school administrator you've ever met. But the more he talks about how this school uses technology to enhance and individualize education, the more you start to like what he has to say. And so, if you are truly fed up with the school stat
Martin Burrett

Christmas Maths Facts - 158 views

games.abcya.com/...ghts_holiday_game_for_kids.swf

Christmas games Maths

shared by Martin Burrett on 19 Dec 11 - No Cached
  • Martin Burrett on 19 Dec 11
     
    Answer the maths questions to light up the Christmas light. Choose addtion, subtraction, division or multiplication questions to answer. http://ictmagic.wikispaces.com/Winter+%26+Christmas
taconi12

Math Forum: Ask Dr. Math FAQ: Integers, Rational Numbers, Irrational Numbers - 49 views

mathforum.org/...faq.integers.html

rational math

shared by taconi12 on 14 Feb 12 - Cached
  • A rational number is any number that can be written as a ratio of two integers (hence the name!). In other words, a number is rational if we can write it as a fraction where the numerator and denominator are both integers. The term "rational" comes from the word "ratio," because the rational numbers are the ones that can be written in the ratio form p/q where p and q are integers. Irrational, then, just means all the numbers that aren't rational. Every integer is a rational number, since each integer n can be written in the form n/1. For example 5 = 5/1 and thus 5 is a rational number. However, numbers like 1/2, 45454737/2424242, and -3/7 are also rational, since they are fractions whose numerator and denominator are integers. So the set of all rational numbers will contain the numbers 4/5, -8, 1.75 (which is 7/4), -97/3, and so on. Is .999 repeating a rational number? Well, a number is rational if it can be written as A/B (A over B): .3 = 3/10 and .55555..... = 5/9, so these are both rational numbers. Now look at .99999999..... which is equal to 9/9 = 1. We have just written down 1 and .9999999 in the form A/B where A and B are both 9, so 1 and .9999999 are both rational numbers. In fact all repeating decimals like .575757575757... , all integers like 46, and all finite decimals like .472 are rational.
meldar

Math Trainer - Multiplication - 7 views

www.mathsisfun.com/...math-trainer-multiply.html

interactive math

shared by meldar on 15 May 12 - Cached
  • meldar on 15 May 12
     
    Quick easy way to practice addition, subtraction, and multiplication facts.
Ed Webb

Please Sir, how do you re-tweet? - Twitter to be taught in UK primary schools - 2 views

uk.techcrunch.com/...e-taught-in-uk-primary-schools

twitter technology literacy education UK socialmedia

shared by Ed Webb on 25 Mar 09 - Cached
  • The British government is proposing that Twitter is to be taught in primary (elementary) schools as part of a wider push to make online communication and social media a permanent part of the UK’s education system. And that’s not all. Kids will be taught blogging, podcasting and how to use Wikipedia alongside Maths, English and Science.
  • Traditional education in areas like phonics, the chronology of history and mental arithmetic remain but modern media and web-based skills and environmental education now feature.
  • The skills that let kids use Internet technologies effectively also work in the real world: being able to evaluate resources critically, communicating well, being careful with strangers and your personal information, conducting yourself in a manner appropriate to your environment. Those things are, and should be, taught in schools. It’s also a good idea to teach kids how to use computers, including web browsers etc, and how those real-world skills translate online.
  • ...8 more annotations...
  • I think teaching kids HOW TO use Wikipedia is a step forward from ordering them NOT TO use it, as they presently do in many North American classrooms.
  • Open Source software is the future and therefore we need to concentrate on the wheels and not the vehicle!
  • Core skills is very important. Anyone and everyone can learn Photoshop & Word Processing at any stage of their life, but if core skills are missed from an early age, then evidence has shown that there has always been less chance that the missing knowledge could be learnt at a later stage in life.
  • Schools shouldn’t be about teaching content, but about learning to learn, getting the kind of critical skills that can be used in all kinds of contexts, and generating motivation for lifelong learning. Finnish schools are rated the best in the world according to the OECD/PISA ratings, and they have totally de-emphasised the role of content in the curriculum. Twitter could indeed help in the process as it helps children to learn to write in a precise, concise style - absolutely nothing wrong with that from a pedagogical point of view. Encouraging children to write is never a bad thing, no matter what the platform.
  • Front end stuff shouldn’t be taught. If anything it should be the back end gubbins that should be taught, databases and coding.
  • So what’s more important, to me at least, is not to know all kinds of useless facts, but to know the general info and to know how to think and how to search for information. In other words, I think children should get lessons in thinking and in information retrieval. Yes, they should still be taught about history, etc. Yes, it’s important they learn stuff that they could need ‘on the spot’ - like calculating skills. However, we can go a little bit easier on drilling the information in - by the time they’re 25, augmented reality will be a fact and not even a luxury.
  • Schools should focus more on teaching kids on how to think creatively so they can create innovative products like twitter rather then teaching on how to use it….
  • Schools should focus more on teaching kids on how to think creatively so they can create innovative products like twitter rather then teaching on how to use it….
  • Ed Webb on 25 Mar 09
     
    The British government is proposing that Twitter is to be taught in primary (elementary) schools as part of a wider push to make online communication and social media a permanent part of the UK's education system. And that's not all. Kids will be taught blogging, podcasting and how to use Wikipedia alongside Maths, English and Science.
Michael Sheehan

Learning Never Stops: Times Tables - Online Game to help learn mulitplication - 112 views

seekoutlearning.blogspot.com/...online-game-to-help-learn.html

learning times tables online math multiplication

shared by Michael Sheehan on 15 Feb 13 - No Cached
  • Michael Sheehan on 15 Feb 13
     
    A new math site designed to assist students with learning their basic multiplication facts.
Trevor Cunningham

No, algebra isn't necessary - and yes, STEM is overrated - The Answer Sheet - The Washi... - 69 views

www.washingtonpost.com/...e1-b09d-07d971dee30a_blog.html

shared by Trevor Cunningham on 29 Aug 12 - No Cached
  • Trevor Cunningham on 29 Aug 12
     
    He said what?!
  • Nick Schlotter on 05 Sep 12
     
    Not learning algebra means you have shut the door on many careers. Sure you can lead a good life without it, but you have limited yourself. Math phobics are always looking for a reason to justify/validate their choice to avoid math. Trying to make math seem irrelevant to life is a common approach. Imagine saying learning English is overrated - many get by just fine without writing or reading much of anything in their daily lives. In fact, why do we need any education?
  • Trevor Cunningham on 05 Sep 12
     
    It's an interesting article. The writer followed it up in his blog extending similar treatment to ALL subjects. It's more a treatise in how curriculum design and the current state of the system has failed society, rather than an attack on disciplines specifically. He actually has a STEM background, mind you.
Felicia Palmer

Additon facts and then Sum.pdf - 23 views

diigo.com/06xp64

math

shared by Felicia Palmer on 06 Nov 14 - No Cached
  • Felicia Palmer on 06 Nov 14
     
    This chart bridges the gap between basic addition and the coordinate plane. More info in "The Problem with Math is English" by Concepcion Molina.
Martin Burrett

Graphing Calculator - 122 views

my.hrw.com/...graphCalc.swf

graph graphical calculator calculator equations

shared by Martin Burrett on 02 Nov 11 - No Cached
  • Martin Burrett on 02 Nov 11
     
    A well made, relatively easy to use flash graphic calculator tool. http://ictmagic.wikispaces.com/Maths
  • David Sladkey on 02 Nov 11
     
    This is awesome! I love the fact that you can graph in color! This is also very user friendly
Marianne Hart

The Creativity Crisis - Newsweek - 48 views

www.newsweek.com/...the-creativity-crisis.html

shared by Marianne Hart on 13 Jul 10 - Cached
  • there is one crucial difference between IQ and CQ scores. With intelligence, there is a phenomenon called the Flynn effect—each generation, scores go up about 10 points. Enriched environments are making kids smarter. With creativity, a reverse trend has just been identified and is being reported for the first time here: American creativity scores are falling.
  • “Creativity can be taught,”
  • it’s left to the luck of the draw who becomes creative: there’s no concerted effort to nurture the creativity of all children
    • Brian C. Smith
      Brian C. Smith on 26 Jul 10
       
      Students are labeled as "creative" if they display a knack for art or music, and sometimes in writing, however, they are rarely recognized as creative in math or science where a lot of creativity is not only needed, but excellent for learning within those very two disciplines.
    • Bill Genereux
      Bill Genereux on 23 Aug 10
       
      This is precisely why creativity education is important. It is needed everywhere, not just in the arts. Those teaching outside of arts education need to start recognizing the importance of creative thinking as well.
  • ...23 more annotations...
  • When faculty of a major Chinese university asked Plucker to identify trends in American education, he described our focus on standardized curriculum, rote memorization, and nationalized testing. “After my answer was translated, they just started laughing out loud,” Plucker says. “They said, ‘You’re racing toward our old model. But we’re racing toward your model, as fast as we can.’ ”
  • The argument that we can’t teach creativity because kids already have too much to learn is a false trade-off. Creativity isn’t about freedom from concrete facts. Rather, fact-finding and deep research are vital stages in the creative process.
  • When you try to solve a problem, you begin by concentrating on obvious facts and familiar solutions, to see if the answer lies there. This is a mostly left-brain stage of attack. If the answer doesn’t come, the right and left hemispheres of the brain activate together. Neural networks on the right side scan remote memories that could be vaguely relevant. A wide range of distant information that is normally tuned out becomes available to the left hemisphere, which searches for unseen patterns, alternative meanings, and high-level abstractions. Having glimpsed such a connection, the left brain must quickly lock in on it before it escapes. The attention system must radically reverse gears, going from defocused attention to extremely focused attention. In a flash, the brain pulls together these disparate shreds of thought and binds them into a new single idea that enters consciousness. This is the “aha!” moment of insight, often followed by a spark of pleasure as the brain recognizes the novelty of what it’s come up with. Now the brain must evaluate the idea it just generated. Is it worth pursuing? Creativity requires constant shifting, blender pulses of both divergent thinking and convergent thinking, to combine new information with old and forgotten ideas. Highly creative people are very good at marshaling their brains into bilateral mode, and the more creative they are, the more they dual-activate.
  • those who diligently practice creative activities learn to recruit their brains’ creative networks quicker and better
    • Ed Webb
      Ed Webb on 23 Jul 10
       
      Surely, "more quickly"?
  • Creativity has always been prized in American society, but it’s never really been understood. While our creativity scores decline unchecked, the current national strategy for creativity consists of little more than praying for a Greek muse to drop by our houses. The problems we face now, and in the future, simply demand that we do more than just hope for inspiration to strike. Fortunately, the science can help: we know the steps to lead that elusive muse right to our doors.
    • Brian C. Smith
      Brian C. Smith on 26 Jul 10
       
      Likely because it was out of necessity and the hardships of life. Not that we don't have hardships and necessities, but innovation has solved a lot of problems and automation has made skills and tasks easy.
  • What’s common about successful programs is they alternate maximum divergent thinking with bouts of intense convergent thinking, through several stages. Real improvement doesn’t happen in a weekend workshop. But when applied to the everyday process of work or school, brain function improves.
    • Brian C. Smith
      Brian C. Smith on 26 Jul 10
       
      Everyday process of work or school... over time, consistent and non-prescriptive.
  • kids demonstrated the very definition of creativity: alternating between divergent and convergent thinking, they arrived at original and useful ideas. And they’d unwittingly mastered Ohio’s required fifth-grade curriculum—from understanding sound waves to per-unit cost calculations to the art of persuasive writing. “You never see our kids saying, ‘I’ll never use this so I don’t need to learn it,’ ” says school administrator Maryann Wolowiec. “Instead, kids ask, ‘Do we have to leave school now?’ ” Two weeks ago, when the school received its results on the state’s achievement test, principal Traci Buckner was moved to tears. The raw scores indicate that, in its first year, the school has already become one of the top three schools in Akron, despite having open enrollment by lottery and 42 percent of its students living in poverty.
  • project-based learning
  • highly creative adults frequently grew up with hardship. Hardship by itself doesn’t lead to creativity, but it does force kids to become more flexible—and flexibility helps with creativity.
  • When creative children have a supportive teacher—someone tolerant of unconventional answers, occasional disruptions, or detours of curiosity—they tend to excel. When they don’t, they tend to underperform and drop out of high school or don’t finish college at high rates. They’re quitting because they’re discouraged and bored, not because they’re dark, depressed, anxious, or neurotic. It’s a myth that creative people have these traits. (Those traits actually shut down creativity; they make people less open to experience and less interested in novelty.) Rather, creative people, for the most part, exhibit active moods and positive affect. They’re not particularly happy—contentment is a kind of complacency creative people rarely have. But they’re engaged, motivated, and open to the world.
  • solutions emerge from a healthy marketplace of ideas, sustained by a populace constantly contributing original ideas and receptive to the ideas of others
  • The age-old belief that the arts have a special claim to creativity is unfounded.
  • When scholars gave creativity tasks to both engineering majors and music majors, their scores laid down on an identical spectrum, with the same high averages and standard deviations. Inside their brains, the same thing was happening—ideas were being generated and evaluated on the fly.
  • The lore of pop psychology is that creativity occurs on the right side of the brain. But we now know that if you tried to be creative using only the right side of your brain, it’d be like living with ideas perpetually at the tip of your tongue, just beyond reach
  • those who diligently practice creative activities learn to recruit their brains’ creative networks quicker and better. A lifetime of consistent habits gradually changes the neurological pattern.
  • The home-game version of this means no longer encouraging kids to spring straight ahead to the right answer
  • The new view is that creativity is part of normal brain function.
  • “As a child, I never had an identity as a ‘creative person,’ ” Schwarzrock recalls. “But now that I know, it helps explain a lot of what I felt and went through.”
  • In China there has been widespread education reform to extinguish the drill-and-kill teaching style. Instead, Chinese schools are also adopting a problem-based learning approach.
  • fact-finding
  • problem-finding
  • Next, idea-finding
  • there is one crucial difference between IQ and CQ scores. With intelligence, there is a phenomenon called the Flynn effect—each generation, scores go up about 10 points. Enriched environments are making kids smarter. With creativity, a reverse trend has just been identified and is being reported for the first time here: American creativity scores are falling.
  • Christian Howd on 13 Jul 10
     
    For the first time, research shows that American creativity is declining. What went wrong-and how we can fix it.
Martin Burrett

Number Facts Bingo - 56 views

ictgames.com/...index.html

addition subtraction fractions bingo maths

shared by Martin Burrett on 29 Jul 11 - No Cached
  • Martin Burrett on 29 Jul 11
     
    A site that provides ready-made printable bingo cards and a whiteboard resource that generates random number facts questions. http://ictmagic.wikispaces.com/Maths
BalancEd Tech

BalancEdTech - Apps Taskonomy - 77 views

balancedtech.wikispaces.com/Apps+Taskonomy

iPad iPodTouch Apps ProfessionalDevelopment

shared by BalancEd Tech on 29 Aug 11 - No Cached
  • BalancEd Tech on 29 Aug 11
     
    The iPad (or iPod touch or iPhone) with its apps opens many new opportunities for learning. At the same time, it offers a slightly different wrapper for older learning opportunities. Both can be worthwhile, but it would be a shame if teachers missed the former for the latter. And, if past experience and research is any indication, educators are much more likely to co-opt the new technology to accomplish the status quo. This activity is designed to help teachers think through both opportunities and to categorize those apps that lend themselves to either or both. Teachers will start by exploring a variety of apps, some that lend themselves to learning content such as math facts or spelling words and others that can be used in open ended content creation such as storytelling or photography. Then, teachers will examine a set of lessons that use these apps. Finally, teachers will use a "taxonomy" such as Bloom's Taxonomy, SAMR, LoTi, ETaP, Prensky, etc. and attempt to classify/categorize where the apps fall. Most likely teachers will need to contextualize the app to a particular use/activity. Ideally, teachers will realize that in most cases it is not the app itself, but the use that detrmines where it falls and that the apps belong in multiple places.
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