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in "A Letter to the Mathematics Community" Elsevier confirms its withdrawal of support for the Research Works Act, the number of open mathematics journals it publishes, clarifies policies on self-archiving of mathematics papers, and announces establishment of a "scientific council for mathematics."

University of Delaware researchers find: "Even [when their children are] as young as 22 months, American parents draw boys' attention to numerical concepts far more often than girls'. Indeed, parents speak to boys about number concepts twice as often as they do girls. For cardinal-numbers speech, in which a number is attached to an obvious noun reference - "Here are five raisins" or "Look at those two beds" - the difference was even larger. Mothers were three times more likely to use such formulations while talking to boys."

from the abstract: "we show that ANS precision measured at preschool, prior to formal instruction in mathematics, selectively predicts performance on school mathematics at 6 years of age."

"A large majority of middle school math teachers say the common core is more rigorous than their state's prior mathematics standards. At the same time, most teachers reported receiving fewer than 20 hours of professional development over the past year related to the common core"

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Abstract: "Middle school students lack efficient problem solving skills due to several factors. The writing process has been linked to the development of students' problem solving skills. The present study investigated the impact of the writing process on the mathema tical problem solving skills for middle grades students. N = 96 students participated in a six weeks, after school STEM program, and they were randomly assigned into two groups: one focused on the writing process with mathematical problem solving and the o ther on homework/high stakes test preparation with mathematical problem solving. In this quantitative study, the results provide evidence that the students from the writing process group were more likely to generate and apply better problem solving skills as compared to the control group. This study further contributes to the support and importance of integrating different subjects across the generalized learning realm"

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Pigeons "were taught to order 35 different sets of images, all of which displayed one, two, or three items. Then, the setup changed: values up to nine were introduced. The pigeons were then shown a pair of two familiar numbers (such as two and three), one familiar and one unfamiliar number (such as one and seven), or two unfamiliar numbers (such as five and eight). "

"An Accessible Guide to Historical, Foundational and Application Contexts" (Springer, 2013)

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"If a 6-month-old can distinguish between 20 dots and 10 dots, she's more likely to be a good at math in preschool. That's the conclusion of a new study, which finds that part of our proficiency at addition and subtraction may simply be something we're born with."

Want to let students explore with real data then welcome to FRED® (Federal Reserve Economic Data), a database of 25,176 U.S. economic time series. With FRED® you can download data in Microsoft Excel and text formats and view charts of data series. Students can explore data, create models & hypothesis, and test their models as the year progresses. If their models aren't working they can go back to their original data set and make changes based on what they've learned and see how those predictions work on new data. The best part is the variety of data that is available.  We plan to continually improve FRED® and encourage you to send feedback through our contact form.

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

"the National Research Council (NRC) convened two public workshops to examine the impact and effectiveness of selected STEM undergraduate education innovations. This volume summarizes the workshops, which addressed such topics as the link between learning goals and evidence; promising practices at the individual faculty and institutional levels; classroom-based promising practices; and professional development for graduate students, new faculty, and veteran faculty. The workshops concluded with a broader examination of the barriers and opportunities associated with systemic change."

From the abstract (full text requires subscription): "Many organisms can predict future events from the statistics of past experience, but humans also excel at making predictions by pure reasoning: integrating multiple sources of information, guided by abstract knowledge, to form rational expectations about novel situations, never directly experienced. Here, we show that this reasoning is surprisingly rich, powerful, and coherent even in preverbal infants. When 12-month-old infants view complex displays of multiple moving objects, they form time-varying expectations about future events that are a systematic and rational function of several stimulus variables. Infants' looking times are consistent with a Bayesian ideal observer embodying abstract principles of object motion. The model explains infants' statistical expectations and classic qualitative findings about object cognition in younger babies, not originally viewed as probabilistic inferences."

From the abstract: "We tested the hypothesis that certain aspects of nonperceptible Euclidian geometry map onto intuitions of space that are present in all humans, even in the absence of formal mathematical education. Our tests probed intuitions of points, lines, and surfaces in participants from an indigene group in the Amazon, the Mundurucu, as well as adults and age-matched children controls from the United States and France and younger US children without education in geometry. The responses of Mundurucu adults and children converged with that of mathematically educated adults and children and revealed an intuitive understanding of essential properties of Euclidean geometry." (Full text requires subscription.

suggests countering stereotypes by framing tests as "building brains" rather than measuting intelligence

A five-year NSF backed study suggests early interventions in teaching and learning

Sending this on to the UMIGO group - we are involving parents of low-income kids with tech&math...

A publisher of academic and scholarly monographs in the humanities and social sciences, including African Studies, American History, American Literature, Anthropology/Archaeology, Art History, Asian Studies, Biblical Studies, Catholicism, Classics, Communications, Criminology, Drama, East European/Slavic Studies, Eastern Religion, Economic Development, Economics, Education, Ethics, European History, Foreign Languages, Gender/Women's Studies, Geography/Environment, Higher Education, Hispanic/Latin American Studies, International Studies, Judaic Studies, Labor Studies, Legal Studies, Linguistics, Literature, Middle Eastern Studies, Military Studies, Minorities in Education, Minorities in Politics, Minority Studies, Organizations and Leadership, Peace/Conflict Studies, Philosophy, Political Science, Psychology, Public Health, Religious Studies, Research in Education/Social Sciences, Sociology, Urban Studies, US Public Policy, World History

Mathematics Teacher Noticing is the first book to examine research on the particular type of noticing done by teachers---how teachers pay attention to and make sense of what happens in the complexity of instructional situations. In the midst of all that is happening in a classroom, where do mathematics teachers look, what do they see, and what sense do they make of it?

Enter your zip coade to see US census data and comparisons with neighboring zip codes. Great data site for data that is engaging to students, can be represented in multiple ways, and potential for predicting future trends.

Investigates the mathematics achievement of first year College students in Ontario. The College Mathematics Project (CMP) is a collaborative project involving Colleges of Applied Arts & Technology and District School Boards in Ontario.