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Abstract: "Students' attitudes toward mathematics and its learning have been subject to numerous studies in the past six decades. These studies treat such attitudes as both desirable learning outcomes and correlates of mathematics achievement. Many Likert-type attitude scales have been devised to measure significant constructs underlying mathematics-related attitudes, such as confidence, anxiety, and utility of mathematics. The psychometric properties of these attitude scales may be culture and age dependent. As part of a research project called Singapore Mathematics Assessment and Pedagogy Project (SMAPP), an effort was made to devise and validate an attitude toward learning mathematics scale that can be used with lower secondary school students in Singapore. This paper explains the use of exploratory and confirmatory factor analyses to reduce an initial 57-item questionnaire to one with 24 items that cover these six dimensions: Checking solutions, Confidence, Enjoyment, Use of IT in mathematics learning, Multiple solutions, and Usefulness of mathematics. The data comprise responses from about 890 Secondary 1 (Grade 7) students in 2010, who took the 57-item questionnaire, and another 850 students who took the 24-item questionnaire in 2011. The nature of the final questionnaire is discussed. This effort contributes to the continual effort to devise validated attitude scales that are suitable for different cultures and student groups."

by David Berlinski, published January 2013. "In The King of Infinite Space, renowned mathematics writer David Berlinski provides a concise homage to this elusive mathematician and his staggering achievements. Berlinski shows that, for centuries, scientists and thinkers from Copernicus to Newton to Einstein have relied on Euclid's axiomatic system, a method of proof still taught in classrooms around the world. Euclid's use of elemental logic-and the mathematical statements he and others built from it-have dramatically expanded the frontiers of human knowledge. The King of Infinite Space presents a rich, accessible treatment of Euclid and his beautifully simple geometric system, which continues to shape the way we see the world."

Discusses quantitative literacy (QL) as a student learning outcome and the work of Project Kaleidoscope and others towards effecting the curriculum in that direction

Abstract: Educational videogames can be designed to provide instructional feedback that is responsive to specific actions. However, existing research indicates that students tend to ignore videogame feedback and subsequently use less effective help-seeking strategies. Research on help-seeking in learning environments has primarily focused on the role of cognitive factors, the nature of the help, or issues of timing and frequency. There is a noticeable gap in understanding regarding how to motivate and increase the use of feedback for improved learning. Using a pre-algebra videogame, this study examined the relationship between an incentive to use feedback and math achievement. A randomized-control design was employed, which compared learning outcomes of students who received the incentive to those who did not. Results indicated that students given the incentive to use feedback had significantly higher normalized change scores on math items (d = .53), with stronger effects for students with low academic intrinsic motivation (d = .88 - 1.17).

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

Abstract: "An innovative mathematics game shown to be effective for low-achieving mainstream students is tested in special education for learners with intellectual disabilities. The game relies on a graphical, intuitive representation for numbers and arithmetic operations to foster conceptual understanding and numbers sense, and provides a set of 2-player games to develop strategic thinking and reasoning skills. The game runs on computers and interactive white boards, and as an augmented reality application at a science centre. We compare its use in special education and mainstream education with respect to usage, performance levels and learning gain. The game has been used by teachers in special educations, with gains in mathematical understanding, strategic thinking and communication skills as effects."

Online Communities of Enquiry in Mathematics Education. A free article in a conversational style with practical tips for online communications and learning. Colin McAllister and Rebecca Hanson ask: What is it like to take part in online discussions? How do moderators and contributors create active and successful conversations? How is the technology employed in the management of discussion forums evolving? What could be achieved through discussion forums in the future?

Encouraging students to use critical thinking is more than an extension activity in science and math lessons, it is the basis of true learning. Teaching students how to think critically helps them move beyond basic comprehension and rote memorization. They shift to a new level of increased awareness when calculating, analyzing, problem solving, and evaluating.

The Trends in International Mathematics and Science Study (TIMSS) provides reliable and timely data on the mathematics and science achievement of U.S. 4th- and 8th-grade students compared to that of students in other countries. TIMSS data have been collected in 1995, 1999, 2003, and 2007. TIMSS 2007 results were released on December 9, 2008.