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A video from the Royal Observatory Greenwich explaining how maths are used in measurement in astronomy and cosmology.

"The focus of this digitally mediated learning activity centers on the mathematics department in the Easton and Redding (ER9) school district in Connecticut. Currently, ER9 teachers have technology in the classroom, but many teachers have expressed uncertainty about how to implement this technology in their classrooms. Based on the foundations of the constructivist learning theory, math teachers will learn how technology fits into the student learning cycle. Interested teachers will form a community of practice (CoP) to learn about and apply engaging technology in the classroom. Some technologies discussed include game-based learning, mobile/Web 2.0 apps such as Prezi, Animation and Edmodo. As a result of this technology CoP, teachers will learn to implement at least one new technology into their classroom and engage in communication between CoP members using MOODLE. "

Book to be published in November 2011

Published in 2011, "reveals the secrets of amazing, fun-to-perform card tricks--and the profound mathematical ideas behind them--that will astound even the most accomplished magician. ... Each card trick introduces a new mathematical idea, and varying the tricks in turn takes readers to the very threshold of today's mathematical knowledge. For example, the Gilbreath Principle--a fantastic effect where the cards remain in control despite being shuffled--is found to share an intimate connection with the Mandelbrot set. Other card tricks link to the mathematical secrets of combinatorics, graph theory, number theory, topology, the Riemann hypothesis, and even Fermat's last theorem." Read more about one of the authors here: http://chronicle.com/article/The-Magical-Mind-of-Persi/129404/

Math Apprentice answers the question that is on the minds of most math students: When are we ever going to use math in the real world? This rich, multimedia site provides students an opportunity to try various professions that use math. Students can be scientists, engineers, computer animators, video game programmers, and more. Math Apprentice provides areas of free exploration as well as specific problems to solve.

A superb set of maths games and activities on topics across the maths curriculum. Guide your character around the town exploring buildings and jobs by completing maths tasks. http://ictmagic.wikispaces.com/Maths

Large collection of math demos

Interactive, animated maths dictionary for kids with over 600 common math terms explained in simple language. Math glossary with math definitions, examples, math practice interactives, mathematics activities and math calculators. © Jenny Eather 2007.

Lots of real life interactive examples in between....

Abstract: "Human adults from diverse cultures share intuitions about the points, lines, and figures of Euclidean geometry. Do children develop these intuitions by drawing on phylogenetically ancient and developmentally precocious geometric representations that guide their navigation and their analysis of object shape? In what way might these early-arising representations support later-developing Euclidean intuitions? To approach these questions, we investigated the relations among young children's use of geometry in tasks assessing: navigation; visual form analysis; and the interpretation of symbolic, purely geometric maps. Children's navigation depended on the distance and directional relations of the surface layout and predicted their use of a symbolic map with targets designated by surface distances. In contrast, children's analysis of visual forms depended on the size-invariant shape relations of objects and predicted their use of the same map but with targets designated by corner angles. Even though the two map tasks used identical instructions and map displays, children's performance on these tasks showed no evidence of integrated representations of distance and angle. Instead, young children flexibly recruited geometric representations of either navigable layouts or objects to interpret the same spatial symbols. These findings reveal a link between the early-arising geometric representations that humans share with diverse animals and the flexible geometric intuitions that give rise to human knowledge at its highest reaches. Although young children do not appear to integrate core geometric representations, children's use of the abstract geometry in spatial symbols such as maps may provide the earliest clues to the later construction of Euclidean geometry. "

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