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Math has always been easy for me but it wasn't until I started taking classes to get my teaching certificate that I came to truly love math. Both my mom and dad loved to play card and board games. They taught my sister and I many mathematical concepts while playing these games without even realizing it. Puzzles and patterns, statistics and probability were daily conversations. Then came school. Math was nothing but numbers written on paper. Easy to do but very boring and seemingly unrelated to life. Breezing through each worksheet, page of math problem and even finishing the 7th grade math book mid-year, math became a hated subject to be put aside as quickly as possible. I vowed that the day I graduated from high school would be the last day I ever took a math class. I succeeded in that goal all through college but when I wanted to get my Elementary Teaching Certificate the state of Vermont had other ideas. So I signed up for a summer class in teaching math.

Find over 800 different types of paper to print, including square and graph paper for maths, music manuscript paper and lots more. Not the most exciting site, but very useful. http://ictmagic.wikispaces.com/Cross+Curricular

Abstract: This research paper has been designed to develop an online tutoring system for pre - K to middle school Math students. The research methodology applied in this study has used both qualitative and quantitative research methods in terms of external and internal Web or software metrics to obtain the usable parameters to design an effective tutoring system to learn Math. Today online hypermedia applications are increasingly becoming more feature rich, important and also the most popular means for communication among school students for e - learning. This paper is divided into four parts: part 'I' presents the introduction of Kumon based after school education; part 'II' describes the research proposal to identify measures, model, and methodology to develop the Web - based online learning system for Pre - K to middle school math students ; part 'III' elaborates the role of using static analysis, dynamic, and comparative analysis that can be applied to check the characteristics and authenticity of data obtained for each student separately; and finally part 'IV' investigates the behaviour of online tutoring system to find the failure points and to calculate reliability aspects using Web page trace algorithms and We b page replacement policies. In this paper, an attempt has been made to systematically explain the state of the art and their practices to design, analyze, and test the functionality of online learning systems for pre - K to middle school Math students

"As a medium for learning, digital games provide promising possibilities to motivate and engage students in subject learning. In this study, a game-based learning system, My-Pet- My-Quest, is developed to support pupils' math learning. This is due to the fact that most students in Taiwan have relatively lower positive attitude towards math learning, even though their math performance is prominent. To this end, a three-tire framework is proposed to guide the design of the My-Pet-My-Quest system. A quasi-experiment was conducted to examine the influence of game quests on pupils' enjoyment and goalpursuing in math learning. The results revealed that game quests were favored by students in terms of enjoyment, goal orientation, and goal intensity. Possible reasons for these results and a discussion of related issues are presented in this paper."

From the abstract: :The first aim of this discussion is to suggest a framework for designing serious games based on game features in commercial games, opinions of fourth graders and their teachers, literary studies, contemporary learning theories, as well as successful and unsuccessful similar endeavours. The second part of this paper describes a concrete example of a maths game based on the proposed framework that implicitly tests math and collaboration skills. The game is made of three components: the game itself, a social network, and a teacher reporting tool. Despite a growing interest in GBL, some teachers are reluctant to use serious games in school. To increase usage of serious games as resource, it is important to equip teachers with information and address their concerns. The paper concludes with the idea that serious games need to be designed well in order to provide the immersion and collaborative active learning that most learning theories recommend."

The value of Twitter for helping you and your colleagues stay informed of the latest trends, ideas, resources, and Web 2.0 integration tools has increased tremendously in the past year. A Web 2.0 tool is available for exploiting the every growing information on Twitter to remove barriers and allow you to collaborate with other science and math teachers. This new online tool is paper.li - a source of daily Twitter newsletters in education.

From the abstract: "This research examined the effects of the objectifying gaze on math performance, interaction motivation, body surveillance, body shame, and body dissatisfaction. In an experiment, undergraduate participants (67 women and 83 men) received an objectifying gaze during an interaction with a trained confederate of the other sex. As hypothesized, the objectifying gaze caused decrements in women'smath performance but notmen's. Interestingly, the objectifying gaze also increased women's, but notmen's,motivation to engage in subsequent interactions with their partner. Finally, the objectifying gaze did not influence body surveillance, body shame, or body dissatisfaction forwomen or men. One explanation for themath performance and interaction motivation findings is stereotype threat. To the degree that the objectifying gaze arouses stereotype threat, math performance may decrease because it conveys that women's looks are valued over their other qualities. Furthermore, interaction motivation may increase because stereotype threat arouses belonging uncertainty or concerns about social connections. As a result, the objectifying gazemay trigger a vicious cycle in which women underperform but continue to interact with the people who led them to underperform in the first place. Implications for long-term consequences of the objectifying gaze and directions for future research are discussed." (Full text available online (.pdf) )for now) ) (Winner of the 2011 Georgia Babladelis Best Paper Award)

Wow, what an amazing study!

This site has a fantastic collection of KS1-3 English, Maths and Science past SATs paper, completed with audio tracks. http://ictmagic.wikispaces.com/Cross+Curricular

A whole lot of maths papers and memos from New south Wales.

Abstract :"The nation's remedial math programs are failing students. New, effective, and dramatic changes are required to reverse the trend. Acknowledging the plight of community college remedial math students, this white paper discusses critical variables in planning and implementing instruction. Absent of a consensus in the U.S. political landscape on how to effectively provide remedial mathematics instruction, the authors suggest instructional variables to support mathematics faculty, administrators, tutors and advising staff in changing the disheartening data and experience."

"A physicist faced with a fine for running a stop sign has proved his innocence by publishing a mathematical paper, and has even won a prize for his efforts. Dmitri Krioukov is a physicist based at the University of California in San Diego."

"Math Quest is a role playing game that could be used as a tool to learn numbers and basic mathematic operations. The Math Quest package consists of two main modules; learning and game modules that can be executed separately. The use of the learning module as a tool in learning will allow for a highly individualized and interactive environment. This paper presents the design of the learning module for numbers and their mathematics operation. Due to its interactive and stimulating nature, the module is suitable for school children age 9 to 12 years old to learn the subject. The development takes into consideration of constructivism learning theories where learning is based on students' active participation in problem solving and critical thinking regarding activity that they are involved in. The framework for each of module is as follows: objectives, concept, examples, exercises, quizzes. A heuristic evaluation on the design was conducted and positive feedback was obtained."

"Why Learn It (WLI) aims to address the issue of motivation around learning math by helping students explore the beauty and relevance of what they would otherwise dismiss as inconsequential in school. Targeting late middle-school and early high-school students, WLI takes a hybrid approach to cultivat- ing motivation. It leverages the engagement value of short (approximately three-minute long) videos depicting real people talking about how math and computational thinking are critical to their successes in a number of professional areas. Students then complete a series of interactive exercises that help students explore an application area discussed in the video in more detail. These exercises, however, are not simply drill problems aimed at making students experts in a particular content area. Instead, they are multi-step assignments that require the students to draw upon both detailed mathematical knowledge and a big picture view of how this knowledge can be used to draw useful, meaningful conclusions. The exercises are focused on bridging the worlds of number, images, and sounds in or- der to help students build intuition around a particular topic. Therefore, while some questions have objectively correct responses, others require students to gather knowledge they have built through answering previous questions within the packet to draw new inferences. Hints are provided along the 1 way to ensure students receive assistance when necessary. Finally, WLI is housed online and is oered for free, signifying minimal barriers to usage by educators and students."

Daily summary of the stories, articles, and resources for teaching K-12 science and math.

Abstract:"This paper discusses the results of a pilot st udy that explored how prospective secondary school teachers are shaped by learni ng experiences during their undergraduate mathematics education. The collabora tive study, which was conducted by a mathematician and a mathematics educator, dr ew from the experiences of prospective teachers in a non-traditional undergraduate ma thematics program that makes extensive use of technology. Analysis of data collect ed from detailed questionnaires, journals, and focus group discussions strongly suggests that designing, implementing, and testing Learning Objects promotes prospective teache rs' learning of the mathematics needed for teaching. Furthermore, the analysis shows t hat prospective teachers' experiences of ownership, engagement, and pride are key to positive learning experiences. "

Paper by John Olive,The University of Georgia ,Keynote Paper for the first IDEAL conference held at Bayburt University, Bayburt, Turkey, July 4, 2012

Pi Cubed is a visual math application for the iPhone / iPod touch that lets you perform calculations as you would on a piece of paper. By using an animated, touch-based interface, even the most complex mathematical expressions can be entered and instantly evaluated. These expressions are typeset as they would be in a textbook or on a blackboard. Calculations are displayed with up to 34 digits of decimal precision. Additionally, a library of over 150 equations ships with the application.

Abstract: "We encounter mathematical problems in various forms in our lives, thus making mathematical thinking an important human ability [6]. Of these problems, optimization problems are an important subset: Wall Street traders often have to take instantaneous, strategic decisions to buy and sell shares, with the goal of maximizing their profits at the end of a day's trade. Continuous research on game-based learning and its value [2] [3] led us to ask: can we develop and improve the ability of mathematical thinking in children by guising an optimization problem as a game? In this paper, we present Bublz!, a simple, click-driven game we developed as a first step towards answering our question."

"In this paper, we will describe work that we have done in this direction using as a test-bed an edu-game for number factorization, Prime Climb. This game includes a pedagogical agent that provides adaptive interventions during game playing based on a model of student learning [13, 18]. Here we focus on how we re-implemented the original Prime Climb game into a framework that enables rapid prototyping and testing of different design hypothesis. We also discuss preliminary work on using eye tracking data on user attention patterns to better understand if and how students process the agent‟s adaptive interventions." (from the introduction)

A pre-college bridge program using an assessment software is described, with some note of increased mentoring, tutoring availability and accommodations between first and second year implementation