Group items tagged

Video explaining how mathematics education can be made over using good design and some ICTs.

Some early work using the Kinect to have students physically manipulate/interact with mathematical concepts.

A presentation of a mathematics assignment/problem designed to engage students.

"When teaching, do you generally adopt a 'traditional', direct, teacher-led approach, or do you go for a more 'progressive', discovery/inquiry-based, student-led approach? Perhaps you use a mixture of the two - but how do you decide?" A blog post (almost a literature review) exploring answers to this question - mostly from the perspective of teaching mathematics

This is a great review of pedagogical practices expressed by 2 professional teachers on applications of pedagogies pertaining to commonly occurring fundamental mathematical misunderstandings by students.

Blog post looking at the distinction between instruction and teaching in mathematics. But has broader implication. e.g. "instruction" as used here sounds a lot like direct instruction etc. Also points to some thoughts on the limitations of videos - like Khan Academy

Mathematics add-on for google forms

The link above is a site which has a number of games for English and mathematics. The games are fun and interactive for all students. (they are even great for students in primary upper who are at a low level for English and mathematics.

Journal paper that talks about a particular use of ICT in learning. May be referenced a bit in the week 2 learning path to touch on "why" ICT is used with pedagogy. *Abstract* Slowmation is a twenty-first century digital literacy educational tool. This teaching and learning tool has been incorporated as an assessment strategy in the curriculum area of science and mathematics with pre-service teachers (PSTs). This paper explores two themes: developing twenty-first century digital literacy skills and modelling best practice assessment tools. In the growing debate about the impact of multi-model representations, researchers such as Hoban and Nielsen, and Brown, Murcia and Hackling emphasise the development of conceptual understandings and semiotics. This paper focuses on PSTs' experiences of and reflections on Slowmation as an educational tool. Data was collected from a cohort of final year PSTs who created, presented and reflected on their Slowmation process.

Paper talking about rich assessment tasks. Some nice examples of problems with assessment and some examples of rich assessment tasks.

For those of you doing mathematics

Currently using this for my blog and wanted to bookmark it. Interesting reading!