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The Clayton Christensen Institute is a nonprofit, nonpartisan think tank dedicated to improving the world through disruptive innovation. Founded on the theories of Harvard professor Clayton M. Christensen, the Institute offers a unique framework for understanding many of society's most pressing problems. Our mission is ambitious but clear: work to shape and elevate the conversation surrounding these issues through rigorous research and public outreach. With an initial focus on education and health care, the Christensen Institute is redefining the way policymakers, community leaders, and innovators address the problems of our day by distilling and promoting the transformational power of disruptive innovation. The Christensen Institute is based in the San Francisco Bay Area in California.

Effective mathematics teaching is required to improve mathematics education. The experience that the teachers provide shape the students' understanding and their ability to use mathematics in their daily lives. This research study was carried out by a few UCF faculty members, as well as some from other colleges and universities. It focused on pre-service elementary school teachers and their ability to contextualize and decontextualize fraction subtraction problems by both writing problems and choosing problems that support given expressions.

How to Leverage the Potential of Mathematical Errors Author(s): Wendy S. Bray Source: Teaching Children Mathematics, Vol. 19, No. 7 (March 2013), pp. 424-431 Published by: National Council of Teachers of Mathematics Stable URL: http://www.jstor.org/stable/10.5951/teacchilmath.19.7.0424 Accessed: 29-01-2016 05:23 UTC Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at http://www.jstor.org/page/ info/about/policies/terms.jsp JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact support@jstor.org. This content do 3 on Fri, 29 Jan 2016 05:23:09 UTC 3 on Fri, 29 Jan 201 ll use subject to JSTOR Terms and Conditions 424 March 2013 * teaching children mathematics | Vol. 19, No. 7 Copyright © 2013 The National CounTcilhoisf TceoanchteenrstodfoMwanthleomadateicds,fIrnocm. w1w3w2..n1c7tm0..1or9g3. .A7ll3rigohntsFrreis,e2rv9edJ.an 2016 05:23:09 UTC This material may not be copied or distributed electronicaAllylloruisneasnuy bojtehecrt ftoormJSatTwOithRouTt ewrrmittsenapnedrmCisosniodnitfiroomnsNCTM. x www.nctm.org to Leverage the Potential of Mathematical EIncorporrating arfocus oon students'rmistakses into your instruction can advance their understanding. By Wendy S. Bray elling children that they can learn from their mistakes is common practice. Yet research indicates that many teachers in the United States limit public attention to errors during math- ematics lessons (Bray 2011; Santagata 2005). Some believe that drawing attention to errors publicly may embarrass error m

This is a site that I found on the FirstGov search. The site provides monthly math word problems for students. The site also provides an archives link so that past problems can be retrieved.

An intriguing beta release which allows you to log the Creative Commons-licensed images you've obtained from Flickr. While Creative Commons licenses are non-revocable, some have grown concerned that a copyright holder might change the CC status of images displayed on Flickr and fear that the burden of proof would then fall to themselves as the "user" of the image(s). This tool would seem to address that problem.

My interests in instructional design as well as online/distance learning led me to read this article by Dr. Thompson. 

Cool math.com @ http://www.coolmath.com/ is a wonderful website for finding lesson plans for any age student. This website is designed for students, parents, and teachers. It has games, lesson plans, teaching strategies, teaching segments, and different types of calculators. This website also provides a large variety of math problems in areas such as: adding, subtracting, dividing, decimals, algebra and geometry.

Today's tutoring programs are redefining learning by telling teachers what students need, when they need it. 

This is an article written by Rita Buchoff which details how teaching reading can not only be fun, but through the use of riddles, it actually increases students problem-solving and higher level thinking skills.

A great free why to have control of students learning through technology. You can see when students are having problems from your screen. Great management tool.

The influence of self-efficacy and metacognitive prompting on math problem-solving efficiency Bobby Hoffmana & Alexandru Spatariub a Educational Psychology, Department of Educational Studies, College of Education, University of Central Florida, USA b Education Department, Georgetown College, USA

Written by Dr. Bobby Hoffman of UCF

"From engaging, standards-aligned rich media to interactive digital textbooks, our world-class content takes students beyond the classroom. Extensive professional development opportunities and a passionate educator network support teachers in transforming the classroom experience. Measure results and accelerate student achievement with digital curriculum that engages today's students."

Discovery Education has terrific resources that is linked to the current textbook that your county may be using for it's curriculum. User friendly and the United streaming is also helpful when planning lessons with the library of video segments. 

Problems Worth Solving Discovery Education accelerates school districts' digital transition through comprehensive standards-based content, professional development, formative assessment, and community engagement proven to positively impact student achievement. A digital textbook series, built from scratch for today's learners and current standards, engages students with dynamic, multimodal content and an inquiry approach.

ALIMA students: Teaching learning as a skill- not a consequence

This is part of the FlDOE website. The problem with the site is it vast. When you log in navigating is not impossible just more complex due to the amount of information on the site. I selected this link because it takes you directly to the FCAT links and resources offered by the DOE.

"Love it! My students and my own children can't wait to get on the computer, and I then have a hard time stopping them from using the site!" Special education teacher, Elmhurst, Illinois, U.S.A. "Thanks to IXL, our students' performance has increased dramatically.

This is great! now my nephew will stop having a fit about doing extra work.

All grades, all skills, provides explanation when students are incorrect, rewards, goals, badges to earn! It isn't free, but get enough teachers on board and your school could purchase for everyone. Teachers are sent class reports: we print them out and hang them up outside our classrooms "Miss Sipe's class has answered 3,000 problems on IXL"