Group items tagged

I have seen this post when I was searching for how can interaction with peers contribute to learning maths. It is written by ROBERT SUN who is the CEO of Suntex International and inventor of First In Math, an online program designed for deep practice in mathematics. The things that are mentioned felt very similar with our country's situation actually, as learners how do we use concepts of maths (or any other courses) except from school? May be the first reason for our students cannot learn and hate maths is behind this question.

"Teachers can encourage their students to express themselves verbally using mathematical terms; even in the early grades, children can be asked to explain what they want or mean using numbers, or relationships between numbers. Anything that encourages them to talk about math and mathematical concepts is beneficial." Social math!. It looks like article emphasizes the importance of language in information exchange. It reminds me Vygotsky's socio-cultural theory in which he also believed that language is important for learning. He also purported that language is culture-dependent so each cultures' learning may be different from each other. In addition, providing opportunity to students to express themselves verbally can give us clues about current mental maps of students as to a specific topic (what is correct, what needs improvement, etc.). In addition, students can transfer their transformed ideas (ideas transformed from scholarly language to level-appropriate language) to their friends which can facilitate their learning.

Yasin, I am curious to hear about some of the contemporary approaches towards teaching Math, a subject generally taught with more traditional methods. Regarding mathphobia, we also need to think about the culture that stimulates that.

This study conducted in Standford University School of Medicine reveals that brain scans from 8-year-old children can predict gains in their mathematical ability over the next six years. That is a great development to learn students' math ability and provide proper type and level of education accordingly.

Here is an example how technology used to make learning math experience fun.

The article shows the connection between cognitive neuroscience and mathematics education with experiments.

Sinem this is really a good reading for math educators and have direct applicability to math instruction.

" The mathematics teacher with TPACK (Technology Pedagogy Content Knowledge) is a chess player. "

A video in which there is an example of how TPACK is used in hands on context in learning of Biology and Maths. Possum magic' demonstrates the key elements of TPACK in a hands-on learning context. Students at Pallara State School in Queensland monitor possum activity using 24 hour surveillance cameras linked to their classroom computers. They learn Science, Biology and Maths content through this project. Pedagogical knowledge, content knowledge and technological knowledge are embedded and integrated in an authentic deep learning collaboration.

In this school, there is also an online voice recorder for students to ask experts their questions.

Given the option, would you want to think faster and have sharper attention? Please see "more on this story" part at the end of www.bbc.com/health 27343047 page if you are interested in math teaching.

Here is an enjoyful video related to situated learning. I think, videos are very helpful to understand basic concepts of subject matter! :)

Here is another similar video https://www.youtube.com/watch?v=7R7XzrrsOUw

Yes, I know it :) I prefered mine among the others :)

Online math practice problems offer hints and integrated Step-by-step solutions. Prefer pen and paper? Generate a printable worksheet for study sessions and quizzes. (After registration, you can try it for 7 days)

This is what I like most! Hints are useful and i could decide the level also. Thanks for sharing.

thanks for sharing, wish it was more than 7 days :)

This article presents how much CTS improves the abstract reasoning component of word problem solving in Math. Abstract subtests were not as easy as concrete components. It leads me think again of deep learning with CTS. It is really controversial topic.

Here is an interesting example how learning is practiced in social media. If you want to find out more about the theoretical background, google "Professor Sreenivasan".

Some of social media samples can be used during some spesific classes such as History, English, Biology and likewise. But as a Maths teacher, I do not believe that I can use it as a tool to teach a subject. However, I definately aggree that it is obviously a great thing to exchange new ideas, to make brain storms, to create a discussion platform and broaden ideas according to several perspectives.

I liked the idea of integrating social media into instruction. But the teacher or instructor should be extra careful and strategic as it may be risky. Such devices or technology are mostly to capture the attention of the students or to keep students engaged in the lesson. I still think that the magic is in the hands of the teacher to keep the students attention and ensure effective learning. It may be too much technological to use facebook or tweeter in each lesson, which constitutes a balance issue. The students need to be close to the books, pencils and notebooks, papers etc. The dose of social media should be arranged carefully and strategically.

Hello Everybody, I am writing from the NTLS meeting that I am attending at Washington D.C. This meeting aims to shape some of the future ed tech initiatives. I will share things that I come across at this leadership meeting. It seems like STEM (Science, Technology, Engineering and Math) is one of the hot topics here. Another topic is TPACK and Rich Media Teaching Cases.

The video provides three websites that can be used for collaboration. They are really interesting websites. I hope you'll have a chance to look at them :-))

They are all cool stuff, thanks:) Especially twiddla.com seems very practical for Math. I am so excited to explore it now :)

You've surely heard the slogans: "Our educational games will give your brain a workout!" Or how about, "Give your students the cognitive muscles they need to build brain fitness." And then there's the program that "builds, enhances, and restores natural neural pathways to assist natural learning."

Fischer's ideas are really interesting. I was most confused about his idea of left-right brained.

As far as I see, this link was shared in this group a long time ago, but I've wanted to make it visible again so that you don't miss it. This is the last post coming from me for this week :).

Upon coming across this cartoon, I've felt an urge to share it with you because it touches on some relevant issues we've been discussing since the very beginning of the course. Please first click on the picture to enlarge it, and sorry for this inconvenience :)

Thanks for your share Yasin :) This cartoon reminds me of the education in Turkey. While areas like science, math, biology are thought to be important, unfortunately art, literature, music, dance etc. are underestimated. They are thought to be just hobbies and not enough attention is given to them. People interested in these areas are thought to be wasting their time or unsuccessful. Again unfortunatelly we cannot change this perception. I wish there were more people around me who were given the chance to show their talents and whose talents do not fade away.

You're welcome Seda :) It is even more depressing to know that this perception won't change as long as we live under today's economical perceptions. It is simply "be a part of the system or get ready to be called as marginal" :)

A short funny video about situated learning. A teacher takes students to the supermarket so that they naturally learn basic subtraction in Math.