This site features a math category, math concepts explained informed by the principle that "math is no about equations than poetry is about spelling .. .[but exist] to convey an idea."
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."
Archive from the School of Mathematics and Statistics at University of St. Andrews Scotland features biographies of famous mathematicians, historical topics in mathematics, and "mathematicians of the day"
Abstract: "This study examined the benefits and challenges associated with implementing
RtI [Response to Intervention] in the area of math
ematics in an elementary and a middle school in a rural
district in the northeastern United States. We sought to document the ways in
which two schools approached implementation of RtI and to explore the issues
they encountered with respect to instruction
, intervention, and assessment. Five
themes were identified that described implementation of the RtI framework:
Shifting roles and changing structures, increasing opportunities for collaboration
and communication, inc
reasing
instruction
al
an
d assessment su
pport for
students
who struggle in math, increasing knowledge of
support strategies for
learners who
struggle with math, and "spreading the word" and enhancing the use of the model.
The results of this study suggest that the RtI model has potential to impr
ove how
math instruction is approached in elementary and middle schools. "
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."
A platform combining a searchable database of the "Jahrbuch �ber die Fortschritte der Mathematik" (1868-1942) and digitized mathematical publications from the Digital Library Göttingen. Cannot tell if the project is active or being updated at the moment.
"Among mathematicians, it is always a happy moment when a long-standing problem is suddenly solved. The year 2012 started with such a moment, when an Irish mathematician named Gary McGuire announced a solution to the minimal-clue problem for Sudoku puzzles." Article written by author of a recent book, "Taking Sudoku Seriously: The Math Behind the World's Most Popular Pencil Puzzle".
A conference scheduled for July 20-21, 2011 in Bertinoro, Italy, aims at formulating strategies for a comprehensive digital mathematics literature library, addressing such considerations as algorithms, standards, technology, formats, markup languages, interoperability and publishing models.
National Center for Academic Transformation (NCAT) describes the success of the "Emporium Model" in college math teaching with examples of institutions that have put best practices into effect
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).