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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

"This official site of the Smithsonian Institution in Washington, D.C. features links to each of the Smithsonian's museums and their exhibitions, as well as special online resources in art and design, history and culture, and science and technology." I love this site because the student can through this Site Search any branch of the Museum of Smithsonian. Also this site the student can identify and look at the audience and other cultures to recognize it at first hand. The teacher can use this site to explain other cultures and civilizations to be presented to students in an interesting way to increase the knowledge of students.

From the National Endowment for the Humanities edsitement offers lesson plans for K-12 on anthropology, art history, civics, folklore, history, language, literature, mythology, religion, social studies, and writing.

Although research studies in education show that use of technology can help student learning, its use is generally affected by certain barriers. In this paper, we first identify the general barriers typically faced by K-12 schools, both in the United States as well as other countries, when integrating technology into the curriculum for instructional purposes, namely: (a) resources, (b) institution, (c) subject culture, (d) attitudes and beliefs, (e) knowledge and skills, and (f) assessment. We then describe the strategies to overcome such barriers: (a) having a shared vision and technology integration plan, (b) overcoming the scarcity of resources, (c) changing attitudes and beliefs, (d) conducting professional development, and (e) reconsidering assessments. Finally, we identify several current knowledge gaps pertaining to the barriers and strategies of technology integration, and offer pertinent recommendations for future research.

The Extended Day Program is a before and after school enrichment program designed to enhance children's lives cognitively, socially, culturally, emotionally, and physically in a safe and engaging environment

Panwapa is an interactive site that allows users to explore the world and its various cultures through Sesame Workshop creatures and characters. The website includes a teacher's guide, printable activities, and online communities.

Great article to read to help debunk the many myths about poor people and education. It puts things in perspectives and helps us refocus and rethink our views on poverty in America.

A superb example of "remixing" for popular culture content. While not, obviously, licensed for remixing (via Creative Commons or alternative), this parody (consistent with fair use of copyrighted materials) still showcases tactics involved in remixing (e.g., excerpting, re-sequencing, adding content elements) in a way that creates a new work from the old.

Great website for K-6 Educators for enrichment and supplemental materials for Science and Social Studies. Students can use the site to explore information that is formatted in a fun and easy-to-read way. Or, they can use the site to play games, take quizzes, look at photos and maps, look up crafts and recipes, enter contests, and more. Teachers can use the site to project on an interactive whiteboard for quizzes and whole-class games. I like the site because it is culturally-rich and informative, yet kid-friendly.

This site features videos from Sesame Street arranged by subject areas (letters, cultural appreciation, disabilities, science, and much more). It looks to be a great resource for primary teachers to support various subjects.

What does the future of education look like? Dr. Charles Reigeluth provides an interesting vision for the future of education - that is already here in some school systems, according to Reigeluth and Karnopp, in their book, Reinventing Schools.  The future of education looks bright!

Starting an online book club for teachers at your school can promote professional development and teamwork through introducing new ideas without impacting everyone's already-busy schedule.

A creative arts program for talented students in Johannesburg (South Africa) is intended to foster perceptual-, aesthetic-, cultural-, social-, and self-awareness, understanding of the arts, as well as an emphasis on expanding creative potential focuses on the processes of sensory, intellectual creative, and aesthetic development.