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"A research team led by Carnegie Mellon University's Robert Siegler has identified a major source of the gap -- U. S. students' inadequate knowledge of fractions and division. Although fractions and division are taught in elementary school, even many college students have poor knowledge of them. The research team found that fifth graders' understanding of fractions and division predicted high school students' knowledge of algebra and overall math achievement, even after statistically controlling for parents' education and income and for the children's own age, gender, I.Q., reading comprehension, working memory, and knowledge of whole number addition, subtraction and multiplication. Published in Psychological Science, the findings demonstrate an immediate need to improve teaching and learning of fractions and division."

"The MIND Research Institute enables elementary and secondary students to reach their full academic and career potential through developing and deploying math instructional software and systems. A non-profit organization, MIND also conducts basic neuroscientific, mathematics, and education research to improve math education and advance scientific understanding."

Abstract: "This study examined the benefits and challenges associated with implementing RtI [Response to Intervention] in the area of math ematics in an elementary and a middle school in a rural district in the northeastern United States. We sought to document the ways in which two schools approached implementation of RtI and to explore the issues they encountered with respect to instruction , intervention, and assessment. Five themes were identified that described implementation of the RtI framework: Shifting roles and changing structures, increasing opportunities for collaboration and communication, inc reasing instruction al an d assessment su pport for students who struggle in math, increasing knowledge of support strategies for learners who struggle with math, and "spreading the word" and enhancing the use of the model. The results of this study suggest that the RtI model has potential to impr ove how math instruction is approached in elementary and middle schools. "

A great website with resources for teaching all levels of elementary math

Second section focuses on teaching early childhood and elementary mathematics

Math games, word problems, puzzles, videos, worksheets, manipulatives, and math activities for elementary and middle school students.

Abstract: "Shoot x Shoot is the first game for EduTurtle. It's a 6th grade Math game that combines topics like "Multiples", "Cartesian Plane", "International and English measurement systems", "Percentages and fractions". Through a pre game test we obtain a score of the students on the subjects then is a game time and before this time we measure again with a similar test the score of the students in order to measure an influence of the game on the students about this subjects. The online platform EduTurlte offers educational games for elementary schools children. In a near future at http://www.eduturtle.com girls and boys may come to play (and at the same time learn and reinforce their knowledge) by keeping track of their progress in games on various topics at different grades. It is also a way to reinforce the lessons learned in the classroom and/or books through games that capture their attention over entertainment. "

"An assistant professor at the University of California, Riverside Graduate School of Education has shown that a reading comprehension technique helps non-native English speakers in elementary school learn math."

We share resources for education in picasa. Compartimos recursos para la educación en Picasa. Compartim recursos educatius a Picasa.

Game Classroom is an educational games website catering to the K-6 market. Game Classroom offers mathematics games and language arts games. Games can be found by selecting a grade level and then a subject area. Both the mathematics and language arts categ

Abstract: "In traditional mathematics education, students have typically been asked to solve lots of tedious and uninteresting exercises for developing the arithmetic skills of addition and subtraction. The paper provides an account of learning arithmetic skills in a more interesting way through the collaborative playing of a puzzle game. 83 students in three classes in Grade 4 were asked to solve arithmetic problems with three different methods: via playing an adapted "cross number puzzle" game on Group Scribbles (GS) collaboratively, via playing the same game on GS individually, and via the traditional method of teaching and learning, i.e. with no games at all. Analysis of the pre and post learning achievement data reveals that the two classes who played the game performed better than the control class, with the collaborative class students achieving better than the individual class students. By playing the game, low-ability students, in particular, made the most significant progress in arithmetic capability and in building up their confidence in doing arithmetic calculations."

Discusses theory of motivational learning in educational games and presents a research study involving 115 elementary school students in math class using digital game-based learning

forthcoming book from University of Chicago Press, June 2012

Abstract only online, full text requires subscription or purchase. Results of one study of 10-12 year old children in eight classrooms in three Australian primary schools leads researchers to suggest "educators should carefully consider the application and appropriateness of games before employing them as a vehicle for introducing mathematical concepts. "

"Bright Spark Education is using Indian teachers trained in the UK curriculum to help British students aged 7 to 16" via Skype; "not looked upon favorably by at least one UK teacher"

From the abstract: "Studies on creative mathematics conducted in the past decades revealed that the importance of creation of learning and teaching environment favourable to the identification and nurturing creativity in mathematics. Based on psychological, methodological and didactical models created by Krutetskii (2006), Shchedrovtiskii (2008), Brousseau (2007) and Sierpinska (2004), we have developed our challenging situation approach. During 5 years of field study in the elementary grade VII classroom, we collected sufficient amount of data that demonstrate how these challenging situations help to discover and to boost mathematical creativity in very young children, keeping and increasing their interest towards more advanced mathematics curriculum. This article is an humble attempt to present our model and illustrate how it works in the mixedability classroom. We will also discuss different roles that teachers and students might play in this kind of environment and how each side could benefit from it."

Using the MathMind tutorial and observing advantages and disadvantages for students and teachers

Pi Day Resources

Pi Day Resources through LiveBinders