By Jim Stigler, Karen B. Givvin, and Belinda J. Thompson for Carnegie Foundation for the Advancement of Teaching (n.d.). This version is a draft. One goal of this paper, according to the abstract, is "how we might help turn around the alarming statistics that show that an enormous number of those students drop out of college because they aren't successful in math courses."
The website's tag line is "songs for teaching, learning & fun." Created, in part, with an NSF grant, the site's founders are interested in studying the "usefulness of music in science and math education." The searchable database is great, and the blog is interesting -- conferences and other updates on topics of interest to those interested in the intersection of music and education.
By Sol Garfunkel and David Mumford, Op-Ed Contributors, The Opinion Pages, The New York Times, August 24, 2011. The authors of this column argue for "quantitative literacy," where students are taught math in the context of real-life problems .
by Kenneth Chang in Science section, New York Times, June 27, 2011. A math museum will be opening in Manhattan next year. The exhibits will include interactive props that illustrate abstract concepts. Under the vision of the founder, Glen Whitney, "MoMath will be one small way to bolster mathematics education in the United States. The museum's mission, according the Mr. Whitney, is to shape cultural attitudes and dispel the bad rap that most people give math.
Presented by Dr. Robert Talbert of Grand Valley State University on YouTube; posted Sept 30 2011. This was presented (and recorded) as a one-hour AMATYC webinar. Talbert discussed flipping the college classroom in the context of teaching math.
Posted to YouTube by pocketlodge on May 2 2011. This video features Katie (no last name given) describing how she flipped the classroom as teacher of 8th grade math in a public school in Raleigh, North Carolina. This is a brief (3.5 minute) overview in which Katie outlines the positive aspects of the flipped classroom, but there is no concrete description of the flipped classroom.
These links are posted on Math DL, the MAA Mathematical Sciences Digital Library. The links point to a variety of probability-related resources, from rules of basic probability to famous problems to "randomizing gadgets."
Built by the University of Maryland, MathBench modules "iintroduce students...to the mathematical underpinnings of what they learn in introductory biology courses." There are links to the various concepts, including such topics as measurement, probability and statistics, and population dynamics. This site is an opportunity to provide "real world" examples in math class.
A series of math tutorials by "qualified, creative individuals." The tutorials are relatively short, and broken down into single concepts. Teachers are invited to share their own videos. Unfortunately, though the tagline says "Choose your lesson. Choose your teacher," it is difficult to find citations/teacher credits for individual lessons.
Sponsored by the Center for Recruitment & Retention of Mathematics Teachers at the University of Arizona, this site is a compilation of one-hour television shows, originally presented weekly on a local cable channel. The team has moved the programs to YouTube to expand their reach.
By Benjamin Wardhaugh in Loci: Convergence, the online publication of the Mathematical Sciences Digital Library, Aug 2012. This article (with photographs) looks at two geometry "copybooks" created in the 1700s. The author provides detailed analysis of the math that each student is doing, as well as some biographical information about the students.
A project of LaGuardia Community College's Center for Teaching and Learning. Project Quantum Leap (PQL) seeks to develop new lessons and courses that focus on problem-solving and to integrate these into the developmental math curriculum. See lagcc tag for related bookmarks.
From the Carnegie Foundation for the Advancement of Teaching. A Networked Improvement Community (NIC) is aimed at dramatically increasing the proportion of community college students who are mathematically prepared to succeed.
From the New York Times, a debut column on math by Cornell professor Steven Strogatz features an introduction to numbers, from upsides (they're efficient) to down (they're ethereal).