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"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.)

kanakku is a free web 2.0 application that is a combination of a spreadsheet and a calculator. This application is designed to be used on either IE 7+ or Firefox (Safari seems to be compatible, but further testing is ongoing). All operating systems that use these browsers should be able to use this Website.

A 10 part series by Professor Marcus du Satuoy, University of Oxford, "argues that mathematics is the driving force behind modern science. Ten fifteen minute podcasts that reveal the personalities behind the calculations from Newton to the present day. How do these masters of abstraction find a role in the real world?"

Numbers in the brain, including those of animals and infants, neurons and brain areas involved in mathematical calculations, synthesis of recent research

One of my favorite books!

Google calulator proves to have a few funny quirks

A systematic search of the research literature from 1996 through July 2008 identified more than a thousand empirical studies of online learning. Analysts screened these studies to find those that (a) contrasted an online to a face-to-face condition, (b) measured student learning outcomes, (c) used a rigorous research design, and (d) provided adequate information to calculate an effect size. As a result of this screening, 51 independent effects were identified that could be subjected to meta-analysis. The meta-analysis found that, on average, students in online learning conditions performed better than those receiving face-to-face instruction. The difference between student outcomes for online and face-to-face classes-measured as the difference between treatment and control means, divided by the pooled standard deviation-was larger in those studies contrasting conditions that blended elements of online and face-to-face instruction with conditions taught entirely face-to-face. Analysts noted that these blended conditions often included additional learning time and instructional elements not received by students in control conditions. This finding suggests that the positive effects associated with blended learning should not be attributed to the media, per se. An unexpected finding was the small number of rigorous published studies contrasting online and face-to-face learning conditions for K-12 students. In light of this small corpus, caution is required in generalizing to the K-12 population because the results are derived for the most part from studies in other settings (e.g., medical training, higher education). ix

A systematic search of the research literature from 1996 through July 2008 identified more than a thousand empirical studies of online learning. Analysts screened these studies to find those that (a) contrasted an online to a face-to-face condition, (b) measured student learning outcomes, (c) used a rigorous research design, and (d) provided adequate information to calculate an effect size. As a result of this screening, 51 independent effects were identified that could be subjected to meta-analysis. ***The meta-analysis found that, on average, students in online learning conditions performed better than those receiving face-to-face instruction.*** The difference between student outcomes for online and face-to-face classes-measured as the difference between treatment and control means, divided by the pooled standard deviation-was larger in those studies contrasting conditions that blended elements of online and face-to-face instruction with conditions taught entirely face-to-face. Analysts noted that these blended conditions often included additional learning time and instructional elements not received by students in control conditions. This finding suggests that the positive effects associated with blended learning should not be attributed to the media, per se. An unexpected finding was the small number of rigorous published studies contrasting online and face-to-face learning conditions for K-12 students. In light of this small corpus, caution is required in generalizing to the K-12 population because the results are derived for the most part from studies in other settings (e.g., medical training, higher education). ix

Today's Wolfram|Alpha is the first step in an ambitious, long-term project to make all systematic knowledge immediately computable by anyone. You enter your question or calculation, and Wolfram|Alpha uses its built-in algorithms and growing collection of data to compute the answer.

Computational Knowledge Engine

Elegant graphing calculator and math simulations promote collaboration

Providing abacus mental calculation classes in India.

This is a superb maths number line resource. Choose the scale and then run calculations of counting on and counting back. http://ictmagic.wikispaces.com/Maths

Research study at Michigan State University shows how developing spatial reasoning in young children (6-8) improves calculation

today hindi news,today news talmi,hindi news www.killdo.de.gg

From the abstract: "The purpose of this study was to find out from current high school math teachers, of geometry specifically, what their views of technology are. The goal of the study was to ask these teachers which technologies they use and whether they believe technology has beneficial effects on student learning. Data was collected for the survey by asking teachers to take brief electronic surveys and conduct in-person interviews. All questions in both the survey and interviews were focused on the effects of technology that they see in their classrooms. The scope of the participants was restricted to Columbus, Ohio, and thus, generalizations for any classroom or any school building cannot be made. However, this study did find a consensus among the participants as to which technologies they felt were the most beneficial in their classrooms, as well as those that might not be needed at all in a classroom. The three technologies that these teachers claimed to be the most beneficial were SMART boards, TI-nspire calculators and Geometer's Sketchpad/GeoGebra. Again, this study cannot make solid conclusions, but it is safe to say that this study gives insight into teachers' viewpoints, which, in a sense, are more important than those of outside researchers. The teachers agreed on a few technologies that are the most beneficial and thus future studies should focus on really studying the effects of these technologies as well as focus on getting a wider range of teachers' opinions on this topic."

A simple maths game where players must choose + - x or ÷ as quickly as possible to make the calculation correct. Play full screen at http://mathnook.com/math/games/quickmath.swf http://ictmagic.wikispaces.com/Maths

"algorithm based on the arithmetic-geometric mean that rapidly converges to pi. "

Criticism of technology in math and science education, particularly asserts studies that outline benefits of tools either lack rigor or are effectively marketing for such resources.