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"it turns out that most people who consider themselves proficient at digesting number based health information, when called upon, often end up performing quite poorly on problems requiring numeracy." (thanx Johan 4 sharing this link)

"supports middle grades educators with high-quality, standards-based resources and promotes collaboration and knowledge-sharing among its users. Educators use MSP2 to increase content knowledge in science, mathematics, and appropriate pedagogy for youth ages 10 to 15. MSP2 employs social networking and digital tools to foster dynamic experiences that promote creation, modification, and sharing of resources, facilitate professional development, and support the integration of technology into practice."

created a fully functional, browser-based  graphing calculator. The calculator performs all of the functions you would expect to see in a graphing calculator with a couple of extras that you don't find in typical graphing calculators. Desmos allows you to share your equations and graphs through a Bit.ly link. Desmos graphs your equations as you type them and redraws them as you alter your equations.

"PBS LearningMedia is a free digital media resource designed to support curriculum-based teaching and learning from for Pre-K through 12th grade. The service offers video clips, audio recordings, photographs, interactive games, primary source documents, and more. For access to PBS LearningMedia's library, register today - it's free!"

From the abstract: "ew innovations by math- ematicians themselves are starting to harness the power of social computation to create new modes of mathematical production. We study the effectiveness of one such system, and make proposals for enhancement, drawing on AI and computer based mathematics. We analyse the content of a sample of questions and responses in the community ques- tion answering system for research mathematicians, math- overflow . We find that mathoverflow is very effective, with 90% of our sample of questions answered completely or in part. A typical response is an informal dialogue, allowing error and speculation, rather than rigorous mathematical argument: 37% of our sample discussions acknowledged er- ror. Responses typically present information known to the respondent, and readily checked by other users: thus the effectiveness of mathoverflow comes from information shar- ing. We conclude that extending and the power and reach of mathoverflow through a combination of people and machines raises new challenges for artificial intelligence and compu ta- tional mathematics, in particular how to handle error, anal - ogy and informal reasoning."

abstract: "In this paper I address the use of digital tools (GeoGebra) in open ended design activities, with primary school children. I present results from the research and development project "Creative Digital Mathematics", which aims to use the pupil's development of mathematical board games as a vehicle for teaching skills with GeoGebra, as well as an entrepreneurial attitude towards mathematics. Using the instrumental approach I discuss how open ended transdisciplinary design activities can support instrumental genesis, by considering the extent to which the pupils address mathematical knowledge in their work with GeoGebra and how they relate their work with GeoGebra and mathematics to fellow pupils and real life situations. The results show that pupils' consider development of board games as meaningful mathematical activity, and that they develop skills with GeoGebra, furthermore the pupils considers potential use of their board game by classmates in their design activities."

Abstract: "A simulated academic career was combined with inquiry-based learning in an upper-division undergraduate mathematics course. Concepts such as tenure, professional conferences and journals were simulated. Simulation procedures were combined with student-led, inquirybased classroom formats. A qualitative analysis (ethnography) describes the culture that emerged within the simulation during a pilot test. A discussion follows evaluating the potential for career simulations to invite students to consider graduate studies and academic careers in the STEM disciplines."

"a century ago this week. Mathematician Andrey A. Markov delivered a lecture that day to the Imperial Academy of Sciences in St. Petersburg on a computational technique now called the Markov chain. Little noticed in its day, his idea for modeling probability is fundamental to all of present-day science, statistics, and scientific computing. Any attempt to simulate probable events based on vast amounts of data - the weather, a Google search, the behavior of liquids - relies on Markov's idea."

From the abstract: "Studies on creative mathematics conducted in the past decades revealed that the importance of creation of learning and teaching environment favourable to the identification and nurturing creativity in mathematics. Based on psychological, methodological and didactical models created by Krutetskii (2006), Shchedrovtiskii (2008), Brousseau (2007) and Sierpinska (2004), we have developed our challenging situation approach. During 5 years of field study in the elementary grade VII classroom, we collected sufficient amount of data that demonstrate how these challenging situations help to discover and to boost mathematical creativity in very young children, keeping and increasing their interest towards more advanced mathematics curriculum. This article is an humble attempt to present our model and illustrate how it works in the mixedability classroom. We will also discuss different roles that teachers and students might play in this kind of environment and how each side could benefit from it."

"This National report examines the way in which teaching, learning and assessment is conceptualised in Welsh policy for early years science and mathematics, and the role for creativity. This report is one of 13 European national policy reports that are contributing to the Creative Little Scientist Project deliverable (D3.2 Report on Mapping and Comparing Recorded Practices) mapping and comparing policy approaches across Europe. In order to map the key messages in Welsh policy, as well as allow comparisons with other nations, this report draws upon a survey instrument used to rate the extent to which certain approaches, and the role of creativity is emphasised across relevant policy documents in this area. In the case of Wales, this was largely based upon the Framework for Children's Learning for 3 to 7 year olds in Wales, Play/Active Learning: overview for 3 to 7 year olds, the National Curriculum documents for Key Stage 2, associated assessment documents and inspection reports. "

Abstract: "Together, brain science and learning design inform Adaptive Interaction Design (AID), a technique for curriculum planning and development. Mathematics is a particular case in which AID can help. The Way of the Game is vital to learning design. There are many definitions of "game." Here, we mean game to be the means by which spontaneous play becomes responsible learning. That innovative games figure as the centerpiece of many 21st century curricula is no accident. Games are a critical element in modern theories of learning design especially when related to insights from neuroscience and online learning/teaching methods. But beyond simple gamification, can games provide the disruptive transformation to mathematics education that is required to effect substantive and sustainable improvement? Can we game the educational system to ensure students' success in mathematics? To find out, we will look at the AID process and two sample products for the development of mathematical thinking and practice based on the Way of the Game."

"Developing a 21st Century Global Library for Mathematics Research discusses how information about what the mathematical literature contains can be formalized and made easier to express, encode, and explore. Many of the tools necessary to make this information system a reality will require much more than indexing and will instead depend on community input paired with machine learning, where mathematicians' expertise can fill the gaps of automatization. This report proposes the establishment of an organization; the development of a set of platforms, tools, and services; the deployment of an ongoing applied research program to complement the development work; and the mobilization and coordination of the mathematical community to take the first steps toward these capabilities. The report recommends building on the extensive work done by many dedicated individuals under the rubric of the World Digital Mathematical Library, as well as many other community initiatives. Developing a 21st Century Global Library for Mathematics envisions a combination of machine learning methods and community-based editorial effort that makes a significantly greater portion of the information and knowledge in the global mathematical corpus available to researchers as linked open data through a central organizational entity-referred to in the report as the Digital Mathematics Library. This report describes how such a library might operate - discussing development and research needs, role in facilitating discover and interaction, and establishing partnerships with publishers."

If you are interested in inquiry-based learning, problem-solving, family math, or Math Circles, join an online adventure this December! http://www.moebiusnoodles.com/openminds/ Bright, brave, open minds: A problem solving kaleidoscope is a two-week long open online course in problem solving for parents and teachers of 8-9 year old children.

"Schoolhouse Rock may be the standard for music-based educational videos, but YouTube is leading the renaissance of educational songs and dances. Using music as a lure for educational content isn't new, but it's being widely adopted, thanks to the accessible and sharable nature of YouTube."

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Discusses theory of motivational learning in educational games and presents a research study involving 115 elementary school students in math class using digital game-based learning

"A physicist faced with a fine for running a stop sign has proved his innocence by publishing a mathematical paper, and has even won a prize for his efforts. Dmitri Krioukov is a physicist based at the University of California in San Diego."

"Our studio was created to help parents who want to give their children a better education than is provided by the majority of schools.....Our program is based on more than 30 years of teaching experience during which time we have synthesized the best of Russian, American, and European logical and thinking developmental programs."

Abstract "The relation between fidelity of implementation and student outcomes in a computer-based middle school mathematics curriculum was measured empirically. Participants included 485 students and 23 teachers from 11 public middle schools across seven states. Implementation fidelity was defined using two constructs: fidelity to structure and fidelity to process".

Abstract "This article reports on a case study of the web-based educational maths application, Mathletics. The findings are drawn from an ethnographic study of children's technology use in Melbourne, Australia. We explore the experience, governance and commerce of children's Mathletics use, and offer insights into the developing possibilities and challenges emerging through the adoption of Web 2.0 applications for learning and education." (Full text requires subscription or purchase)

Abstract: "How can smartphones apps enrich the learning of mathematics in vocational education? This article examines how mathematics teaching can be enriched by apps using smartphone sensors such as gyroscope, compass, camera, and touch screen in a gaming context. An iterative and participatory design process involving two classes of carpentry students from different vocational colleges resulted in two highly successful and course-relevant games based on trigonometry. Each game consists of quests and missions whose successful completion unlocks more theoretical multiple-choice exercises for the classroom. The combination of competition to unlock exercises, competition for placing on the high-score list, and physical activity proved very motivating for the students and was also approved by their teachers. In this article we describe our design principles, the overall game architecture and the games themselves. We talk about our experience in implementing our design process and subsequently summarize the pros and cons of the application and the smartphone platform and how the app developed contributes to vocational mathematics teaching"