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review of "THE CALCULUS OF FRIENDSHIP: What a Teacher and a Student Learned about Life While Corresponding about Math" published in 2010 and now in paperback. Transverses thirty years of correspondence between Strogatz and his teacher, insights into student-teacher relationship and lifelong learning

implications for using games for learning

abstract: "A large number of studies carried out on pupils aged 8-14 have shown that teachable agent (TA) based games are beneficial for learning. The present pi- oneering study aimed to initiate research looking at whether TA based games can be used as far down as preschool age. Around the age of four, theory of mind (ToM) is under development and it is not unlikely that a fully developed ToM is necessary to benefit from a TA's socially engaging characteristics. 10 preschool children participated in an experiment of playing a mathematics game. The partic- ipants playing a TA-version of the game engaged socially with the TA and were not disturbed by his presence. Thus, this study unveil exciting possibilities for further research of the hypothesised educational benefits in store for preschoolers with regard to play-and-learn games employing TAs."

Abstract: "In this paper, students provide insight into their use of Quick Response (QR) codes and mobile devices to assist in mathematics homework efforts. These QR codes were directly linked to instructional videos related to their unit on fraction algorithms and were hosted on YouTube. In particular, through focus-group interviews, the students identified many strengths associated with the implementation of this research. The strengths include the manner in which the YouTube clips of currently accepted instructional strategies worked to reinforce their classroom learning, how the mobile devices motivated students to complete homework in a variety of non-traditional settings, increased their communication with their classroom teacher, and how these devices engaged parents and siblings in the learning process."

Mathematics Learning Difficulties in the Early Primary School Years

(Self-directed-Learning) "SDL model for planning, managing, and directing the development of student progress when using the educational games while learning math."

Math journals provide advantages for students to develop a better understanding of mathematics, with teachers learning their student's views and beliefs regarding math.

Abstract: "This research seeks to look into the design process that promotes the development of an educational computer game that supports teaching and learning processes. The research specifically looks at the design of an educational computer game for teaching and learning of the topic of functions. The topic is essential in the teaching and learning of Mathematics courses such as Discrete Mathematics, Real Analysis and Calculus among others at Jomo Kenyatta University of Agriculture and Technology (JKUAT) Kenya. The computer game was developed using the Basic Unified process (BUP) which is a streamlined version of the rational unified process (RUP). This is an object oriented methodology mostly used for small projects with few end users. Due to the few numbers of end users we used interview method of data collection to gather requirements for the computer game. A paper prototype was used to validate the requirements. Use cases were used for both analysis and design of the game while Class diagrams and activity diagrams were purely used for the design of the game. Owens' six top level design anatomy aided in the design of the computer game. The overall computer game design was based on Crawfords' computer game design sequence model. The well designed and developed game met all its user requirements and was able to facilitate the teaching and learning of functions to Bachelor of Science in Mathematics and Computer Science students who were taking Discrete mathematics in their first year of study at JKUATs' Taita/Taveta campus. Development of heuristics for measuring interest, fun and motivation are recommendations given to aid in the evaluation of user satisfaction of educational computer games."

"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."

Can your kids do not have to struggle with Math if he or she learns the fundamental concepts of Math? Addition, subtraction, multiplication, percentage and division are about recurring patterns. When your children study to spot the pattern, he or she will learn to love Math.

Ustudyhall - Fort Wayne - Online Math Learning Center - View more information on cityfos.com

In this lesson, students learn how to measure the area of the tire footprint on a car and to find air pressure using a tire gauge. Students then find the weight of the car using their fraction multiplication skills. Learning Objectives   Students will: Estimate weight of a large object Use a ruler and a tire gauge to take measurements Collect and record data Review square units of measure Calculate area by multiplying fractions Materials   Strips of poster board Ruler Tire gauge How Much Does a Car Weigh? Activity Sheet Computer with internet connection Car Instructional Plan In preparation for this lesson, place a car in a safe lcation for the students to measure the tire footprints and pressure. In case of bad weather, find a covered location. Be sure to measure the tire footprint and the pressure (in PSI) of each tire ahead of time, so that you will be able check the accuracy of students' measurements. Also, check the accuracy of your calculation by comparing to it to the weight of the car listed on the sticker inside the driver's door or in the vehicle manual. By the end of the day, data may change because air has leaked out of the tires while students were using the tire gauge. For safety, check the tires before driving home.

The Middle School Mathematics Institute (msmi 2010) will be held in Saint Paul, MN June 14 - June 18, 2010. This event is for teachers in grades 4 - 8. The institute is a 5 day course, where middle school teachers will learn the mathematics behind the math they teach. This year the subject is fractions, decimals, and percentages.

Project based learning using all or any of the three online resources offers a dynamic approach to teaching in which students explore real-world problems and challenges.

World's largest and most advanced online repository of math and science simulations for grades 3-12. Research-proven, inquiry-based learning tools for teachers and students. Web-based for anytime, anywhere learning.

Experiments by University of Chicago psychologists with deaf people in Nicaragua who learned "homesigns" rather than formal sign language, could not count beyond three. In contrast, people learning sign language learn number words and number concept and understand large numbers. The findings ""suggest that language is an important player in number acquisition." The research is reported in PNAS: http://www.pnas.org/content/early/2011/01/31/1015975108.abstract

Algebra Maths wiki Project Based learning online classroom: Logic Inc is a fictitious consulting company created by Mrs. Norfar, a mathematics instructor. The company was created to enable students to develop real-world skills while learning Algebra I, Algebra II, Algebra III, Statistics and Geometry principals. This site is designed to keep parents and students up to date on what is occurring in the classroom. 

Six math projects that integrate real-world math problems are presented as a teaching strategy for helping students develop a greater understanding of math.