Dream Realizations Math links

The Army National Guard’s Mobile Learning Center (MLC) Program is coming to the Carnegie Science Center in Pittsburgh. The interactive program is designed to raise math and science literacy and tours throughout the country.

Program information is available at facebook.com. STEM-related education resources, including teacher’s guides, post-visit assessment worksheets, and additional information on math, science, energy, and the environment are available for download at nationalguard.com.

“Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution.”

“Reason abstractly and quantitatively. Mathematically proficient students make sense of quantities and their relationships in problem situations.”

“Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem.”

Panamath measures your number sense and approximate number system (ANS) aptitude. Recent research has demonstrated a relationship between performance on this test and basic mathematical ability. Through a grant from the U.S. National Science Foundation, we have made this test publicly available free of charge so that researchers can use it in their studies, educators can assess their students, and anyone of any age can test themselves.

Ten Marks is one that focuses on math. A colleague of mine really liked it, although I have not registered my own students before. Another for both ELA & math assessments is Easy CBM.

Sokikom.com has a free component for number sense- fractions/decimals/prevents – that is very well developed, adaptive, and includes video tutorials. My students love it! They also have several components that one could pay to add on.

One site that I’ve found to be quite beneficial is ThatQuiz.org. Toying around has found quite a variety of items to introduce and review with the students, and it catalogs quite a bit of data, making it easy to pinpoint individual problems, as well as class issues with specific math concepts.

Twenty participants in 14 states, including districts, individual schools and town libraries, were chosen to receive a portion of a $9 million grant from the FCC to fund their mobile learning initiatives that will provide students Internet access during after-school hours on mobile learning devices.

Participants for the program, officially known as the E-Rate Deployed Ubiquitously Wireless Pilot Program, were chosen based on how innovative and comprehensive their mobile plans were.

San Diego will receive support to integrate 24/7 online learning into its entire curriculum to serve 6th graders in 10 middle schools. Each student will receive a laptop with wireless connectivity, providing them access to the online curriculum beyond school hours.

there are ways to be even more efficient, more search-savvy. And it’s our responsibility to teach kids how to find and research information, how to judge its veracity, and when it’s time to ask for a grownup’s help.

CONFIRM CONTENT. It’s common to find the same phrases and sentences on different sites all over the Web because people duplicate content all the time. To determine the original source of the content, you can look at the date it was written, but that’s also not entirely accurate. When authors edit an article, that changes the posting date. So even if it was originally written in 2005, the date will say 2011 if it was edited last week. Again, here’s when you put on your journalist hat. Trustworthy websites typically have an “errata column” or something like it where mistakes or corrections are posted

KEEP IT SIMPLE. Use search terms the way you’d like to see them on a Web site.

The MIND Research Institute has received a $250,000 grant from the Cisco Foundation to provide its visual math education program, ST Math, to 4,000 students in Arizona.

The SMARTER Balanced Assessment Consortium has released its content specifications in math.

• #1: Students can explain and apply mathematical concepts and carry out mathematical procedures with precision and fluency. • #2: Students can frame and solve a range of complex problems in pure and applied mathematics. • #3: Students can clearly and precisely construct viable arguments to support their own reasoning and to critique the reasoning of others. • #4: Students can analyze complex, real-world scenarios and can use mathematical models to interpret and solve problems.

a new draft will be issued for comment on Sept. 19. That's the day that comment on the first-round math content specifications is due as well.

"What's wrong with the good old paper and pencil?" remains a common question in educational circles. My answer to that question is, "Nothing."

Sixth grade: Sixty-nine students, 1-2 hours a week, 45 percent passed. Of those who did not pass, four students gained more than a year’s progress in math on the TAKS test. Sevents grade: Twenty-six students 1-2 hours a week, 65 percent passed. Of those who did not pass, 3 students gained more than a year’s progress in math on the TAKS test. Eighth grade: Sixty students 1-2 hours a week, 63 percent passed. Of those who did not pass, 12 students gained more than a year’s progress in math on the TAKS test. After the second administration of the TAKS test, the total eighth grade pass rate rose from 74 percent to 86 percent. The only real difference was the use of Ascend Math for three weeks, where students worked six to nine hours a week before the second administration of the test. We had a few eighth grade students who have never passed a TAKS math in middle school or their entire academic lives until this year. We attribute this to the use of Ascend Math.

A major aspect was getting students to work on the program with fidelity. After meeting with students and parents, a rigorous schedule was implemented, along with automatic daily reminder phone calls and second calls to parents to inform them of the next day’s schedule. Students who missed a tutorial session are assigned a makeup day.

Parental buy in was important!

After only a week of practice, my students had achieved these goals of recognizing and using the distributive property to create their own strategies. Furthermore, most students were mentally multiplying one-digit by two-digit numbers.

Mathalicious provides well thought out, meaningful lessons in an appealing, engaging way. I recommend it!

The underlying principle is simple: Students learn math by doing math, not by listening to someone talk about doing math. Interactive computer software, personalized on-demand assistance, and mandatory student participation are the key elements of success.

What is critical is the pedagogy: eliminating lecture and using interactive computer software combined with personalized, on-demand assistance.

Students spend the bulk of their course time doing math problems rather than listening to someone talk about doing them.

Based on impressive results, which showed that students who observed the 3D simulations made a big jump from their pre-lesson to post-lesson test scores while outperforming control groups who received traditional instruction, the company in 2005 received $200,000 from the Illinois State Board of Education to broaden the study to more than 1,000 students in grades 3 to 8.

The results virtually duplicated those of the smaller study. Students who observed the 3D lesson improved an average of 32 percent from pretest to post-test, with substantial gains in every subgroup.

Imagine what could be done for lower grades in math instruction, she says. “To be able to show the kids in 3D what’s actually happening when you’re subtracting, I think would be a very powerful piece.”

In kindergarten,

by focusing kindergarten work on the number core: learning how numbers correspond to quantities, and learning how to put numbers together and take them apart

high school standards