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Keep your class motivated with this is behaviour management tool where teachers can award virtual badges for anything. Choose from a large collection of badge designs. The children can see their progress with their own personal login. http://ictmagic.wikispaces.com/Classroom+Management+%26+Rewards

The main objective of the Intergeo Project is to make digital content for mathematics teaching in Europe more accessible, usable and exploitable. Intergeo will... * offer content in a searchable and metadata-tagged portal. * enable users to use their software of choice by specifying a common file format based on open standards. * test available material in the classroom. All stakeholders, software teams, resource authors, teachers and learners will be involved, in order to promote quality enhancement cycles.

The main objective of the Intergeo Project is to make digital content for mathematics teaching in Europe more accessible, usable and exploitable. Intergeo will... * offer content in a searchable and metadata-tagged portal. * enable users to use their software of choice by specifying a common file format based on open standards. * test available material in the classroom. All stakeholders, software teams, resource authors, teachers and learners will be involved, in order to promote quality enhancement cycles.

"Stacey Roshan is using an approach dubbed by her students as the "backwards classroom."... The students watch pre-recorded lectures the night before the class, when homework problems are traditionally done, then spend the time in class getting answers to questions, working on additional problems with partners, and getting one-on-one assistance from the teacher. No more lectures in class." from The Backwards Class, by Dian Schaffhauser, THE Journal, 02/02/11

"This model for learning mathematics may be quite different from what teachers experienced themselves in the past where classrooms were less interactive, filled with little activity and conversation. Teachers were generally in control, directing all aspects of what was to be learned; different points of view and approaches seldom brought to the surface new ideas and insights and a high degree of redundancy meant that everybody learned the exact same thing at the exact same time.

Lure of the Labyrinth is today's innovative catch Lure of the Labyrinth is a game for middle school pre-algebra students designed to improve math and literacy skills. It includes intriguing math-based puzzles embedded in a narrative game in which students work to find their lost pet and save the world from monsters. Linked to mathematics standards, the game gives students a chance to think like mathematicians. Lure of the Labyrinth Home Page In Lure of the Labyrinth, students progress through three sections, or wings each related to a different math strand that is part of a the typical pre-algebra curriculum: * Proportions (including fractions and ratios) * Variables and Equations * Number and Operations (including geometry, order of operations and modular arithmetic) Each of the three wings includes three puzzles, and each of the puzzles has three levels progressing from easy to hard. Students have to successfully solve each puzzle three times before they can advance through the game. Lure of the Labyrinth Library Page A professional development video specifically designed for pre-algebra teachers takes them step-by-step through the things they need to do to make this engaging game the focal point of great classroom learning experiences. Planning resources include links to standards, directions for working with specific puzzles, lesson plans, explanations of the background math, and graphic organizers. Video - Lure of the Labyrinth Lure of the Labyrinth was created by Maryland Public Television and MIT Education Arcade in cooperation with FableVision.

For prealgebra students.

number sense and computational fluency games as part of computational fluency routine in a classroom. 

Active learning has a powerful impact on student learning. How? Student achievement increases through mastery of science and math content as a result of this technique. Students also develop improved problem solving, communication, and higher order thinking skills.

"This paper describes a research project on Year 3 primary school students in Malaysia in their use of computer-based video game to enhance learning of multiplication facts (tables) in the Mathematics subject. This study attempts to investigate whether video games could actually contribute to positive effect on children's learning or otherwise. In conducting this study, the researchers assume a neutral stand in the investigation as an unbiased outcome of the study would render reliable response to the impact of video games in education which would contribute to the literature of technology-based education as well as impact to the pedagogical aspect of formal education. In order to conduct the study, a subject (Mathematics) with a specific topic area in the subject (multiplication facts) is chosen. The study adopts a causal-comparative research to investigate the impact of the inclusion of a computer-based video game designed to teach multiplication facts to primary level students. Sample size is 100 students divided into two i.e., A: conventional group and B conventional group aided by video games. The conventional group (A) would be taught multiplication facts (timetables) and skills conventionally. The other group (B) underwent the same lessons but with supplementary activity: a computer-based video game on multiplication which is called Timez-Attack. Analysis of marks accrued from pre-test will be compared to post- test using comparisons of means, t tests, and ANOVA tests to investigate the impact of computer games as an added learning activity. The findings revealed that video games as a supplementary activity to classroom learning brings significant and positive effect on students' retention and mastery of multiplication tables as compared to students who rely only upon formal classroom instructions."

Abstract: "In this paper, students provide insight into their use of Quick Response (QR) codes and mobile devices to assist in mathematics homework efforts. These QR codes were directly linked to instructional videos related to their unit on fraction algorithms and were hosted on YouTube. In particular, through focus-group interviews, the students identified many strengths associated with the implementation of this research. The strengths include the manner in which the YouTube clips of currently accepted instructional strategies worked to reinforce their classroom learning, how the mobile devices motivated students to complete homework in a variety of non-traditional settings, increased their communication with their classroom teacher, and how these devices engaged parents and siblings in the learning process."

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."

Video featuring Abby Brown, Math Teacher, Torrey Pines High School : ""Mathematica has changed how I think about teaching and how my students learn mathematics. The conversations in our classes focus so much more on concepts and ideas and understanding the mathematics rather than how do I solve the problem."

"Mastery - an approach to teaching maths commonly used in East Asian countries - can significantly benefit children in UK schools, a University of Exeter academic has found. The independent research, conducted by the Oxford University Department of Education, is the first academic study to show this teaching method, now supported by the UK Government, can be effective."

"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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A great new resource from the creator of 'A Maths Dictionary for Kids'. Download and print beautifully designed and wonderfully useful maths posters on a good range of topics. Your classroom walls will never be the same again. http://ictmagic.wikispaces.com/Maths

I Speak Math is an sidea-filled and informative blog from a math teacher currently at a project-based private school in North Carolina. Posts are updated often and include pictures of classroom projects along with links to resources used. Examples include a kinesthetic box and whisk-ers plot activity, foldables for functions and graphing, and reflections upon students grading their own tests. Explore the site further by viewing top posts through the link on the side bar. Search the site using the search box on the top of the page. Most posts include several tags. Click on a tag to find other posts with the same topic or click on popular tags located in the tag cloud on the side bar.

"a weekly activity for students of grades 8 to 12 and post-secondary students. The activities are something beyond classroom traditional in-class and curriculum-based learning. Presentations by Circle members or by invited mathematicians and scientists, discussion about specific topics and solving math problems, puzzles and games; review math/science history and preparation for maths contests and Olympiads are the main activities in the GMC."