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I really like this article because of how relatable it is. I want my students to ask questions but getting them to ask them is the tricky part. Encouraging them constantly that they can do it and to ask questions can be exhausting but that's what I want so that they will become confident and improve. I also love the end of the article were she talks about giving credit for showing work even if the answer is wrong. I do this in my classroom as well because if I see that the student is trying then I can hopefully help them in he future move toward the correct answer.

This is a great article. I run into adults today who when I say I am going to teach math they say "ooh why? Math was alway so hard." And I can admit at times my response it "but it's so easy." Which obviously isn't the greatest response to that. However, they react the same way the article describes, by claiming they aren't "math people" and didn't get it. But every one can learn math (can learn anything for that matter).

matematicas

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."

from the abstract: "Mathematics is now at a remarkable in exion point, with new technology radically extending the power and limits of individuals. Crowd- sourcing pulls together diverse experts to solve problems; symbolic computation tackles huge routine calculations; and computers check proofs too long and complicated for humans to comprehend. The Study of Mathematical Practice is an emerging interdisciplinary eld which draws on philoso- phy and social science to understand how mathematics is produced. Online mathematical activity provides a novel and rich source of data for empirical investigation of mathematical practice - for example the community question-answering system mathover ow contains around 40,000 mathe- matical conversations, and polymath collaborations provide transcripts of the process of discovering proofs. Our preliminary investigations have demonstrated the importance of \soft" aspects such as analogy and creativity, alongside deduction and proof, in the production of mathematics, and have given us new ways to think about the roles of people and machines in creating new mathematical knowledge. We discuss further investigation of these resources and what it might reveal. Crowdsourced mathematical activity is an example of a \social machine", a new paradigm, identi- ed by Berners-Lee, for viewing a combination of people and computers as a single problem-solving entity, and the subject of major international research endeavours. We outline a future research agenda for mathematics social machines, a combination of people, computers, and mathematical archives to create and apply mathematics, with the potential to change the way people do mathe- matics, and to transform the reach, pace, and impact of mathematics research."

"The revolutionary calculator that shows the answer only when you also enter a suitable mental estimate." (I have no connection with this company or product.)

Great lessons...Not just the worksheet, but also the plan, examples, practice problems, and homework.  They include challenge problems!

"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."

I love the Wolfram Alpha site, if it does ignite another math war, then I'm OK with it. I think what it means is that we have to ask students different questions, ask them better questions, make them create their own problems, interpret their answers, decide what methods are most efficient and why, but don't stop asking them questions just because some are going to use the available tools.

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

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"Several of our classes involve students using mathematical expressions, but there was no way for us to automatically check this work. The stated solution to a problem may be x+y, but if a student answers y+x, our system needs to understand that this is also correct." "sympy, an open source Python library for symbolic mathematics," is proposed as a solution.