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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

"Included on these pages is information pertaining to research that supports digital stories in the educational setting, how to find grants for your story project, what kind of technology is required for a digital story program, how to evaluate your digital story program, and how to publicize your final projects to bring attention to your students, teachers, and school. This website will also assist school library media specialists in selecting the best digital storytelling websites and articles to develop the best digital storytelling program their library media center can offer."

This site has how to videos for many of the sites I have seen mentioned. There are 5-min clips of how to set up and use the different applications that we find on the web but don't necessarily know how to get started on. I watched a couple of these, but especially liked the one about KidBlog and Animoto.

This brief article is an early work by Dr. Ian Bogost related to what he would later refer to as "procedural rhetoric." In this piece Dr. Bogost draws parallels between various processes essential to being "literate" at different points in history. With what "processes" do we need to become literate as educators in the 21st century? How can we help others become literate?

This sounds a lot like learning by doing. If students can't experience battle re-enactments, or visit musuems and historical sites, or travel to parks, or act out a story, technology might afford those luxuries. Computers, iPads, even smart phones can provide virtual field trips and experiences. Students can further share these experiences through social networking. As an older generation, I feel it necessary to keep learning how today's youth are communicating so I will be able to connect with them and bridge that gap in their education.

Not a fan of Diamond, but I did like Guns, Germs, and Steel. As it relates to learning, I do agree that there is great benefit in constructing your learning. I imagine a day when we will be able to choose from a vast assortment of resources that will allow us to illustrate specific terms or concepts and from those resources we can build knowledge, sort of like a Lego model.

A link for how-to videos regarding Web 2.0 How to blog, social network, podcast, wiki, etc.

The modern hard drive is an object that can likely hold more information than your local library. But how does it store so much information in such a small space? Kanawat Senanan details the genera...

The modern hard drive is an object that can likely hold more information than your local library. But how does it store so much information in such a small space? Kanawat Senanan details the genera...

Pre-recorded but still valuable.

Good resource for educators to learn more about how to use Google Apps. Scroll down to learn via webinar how to use Gmail, Google Docs, Google Forms and more.

A discussion of the history of digital storytelling and how it is being used educationally is presented in this article. The theoretical framework, technological pedagogical content knowledge (TPCK), is described, along with a discussion of how this model might be used with digital storytelling.

Technology Changing How Students Learn, Teachers Say

Blog post about how audiobooks can help struggling and reluctant readers.

Infographic-style simplified conceptual flowchart of "how the internet works"

The thing I've always liked about Dr. Campbell is how she always provides practical examples for utilizing apps, and here she provides ideas on how to apply some science related apps in the classroom.

Inspiring and enlightening narrative about a high school teacher's experience integrating digital tools and storytelling into his classes (including lots of lessons learned!) and a "how to" guide for aspiring technology integrators.

Very helpful when i was trying to igure out how to embed in my website.

Good website as a start or support resource for implementing technology lessons ( and mini-lessons) in the classroom.

Find basic computer skills, Internet research tips, Internet safety resources, lessons, and worksheets to help integrate technology across the curriculum. Learn the history of the Internet; get help with using computer word processors; find out how to create PowerPoint presentations; understand the difference between a podcast and a blog; research interesting science projects online; use the computer to extend a literature activity; and other fascinating activities. Encourage your students to use technology in school and out. The possibilities are endless, when it comes to how the Internet, computers, and other forms of modern technology can benefit your classroom instruction. Read more on TeacherVision: http://www.teachervision.fen.com/educational-technology/teacher-resources/43743.html#ixzz26Pkee3uC

In a new paper, Darrell West explains how mobile technology can transform learning and act as a catalyst for creating impactful change in the current system.

In a new paper, Darrell West explains how mobile technology can transform learning and act as a catalyst for creating impactful change in the current system.

How students and teachers understand the standards against which work will be measured, from Edutopia.org's Assessment Professional Development Guide.

How students and teachers understand the standards against which work will be measured, from Edutopia.org's Assessment Professional Development Guide.

This article is introducing the development of scoring rubric.One purpose of this article is to provide clear definitions of the terms "validity" and "reliability" and illustrate these definitions through examples. A second purpose is to clarify how these issues may be addressed in the development of scoring rubrics. Scoring rubrics are descriptive scoring schemes that are developed by teachers or other evaluators to guide the analysis of the products and/or processes of students' efforts