Group items tagged

Conceived by Mathematica creator and scientist Stephen Wolfram as a way to bring computational exploration to the widest possible audience, the Wolfram Demonstrations Project is an open-code resource that uses dynamic computation to illuminate concepts in science, technology, mathematics, art, finance, and a remarkable range of other fields.\n\nIts daily-growing collection of interactive illustrations is created by Mathematica users from around the world, who participate by contributing innovative Demonstrations.

Hungarian folk dance used to demonstrate computational sorting algorithms, from Sapientia Univeristy in Romania

This is highly awesome! Computer science concepts are fun to play with, and dance is a great way to share this one. Reminds me of a TRIZ method.

This is an amazing online maths playground with a huge number of tools to help learn and demonstrate every area of maths. Create animations and even embed videos. http://ictmagic.wikispaces.com/maths

Originally posted in 2010 and reconsidered from the perspective of recent international study on science aptitude of boys and girls, makes the point that, minus exceptional aptitude, girls and boys have equal potential and demonstrate equivalent success in math

"In previous posts, I have summed up my position on Khan Academy as follows: Khan Academy teaches only one part of mathematics-procedures-and that isn't the most important part. Writing about mathematics, developing a disposition for mathematical thinking, demonstrating a conceptual understanding of mathematical topics are all more important than procedures. That said, procedures are still important, and Khan Academy provides one venue where students can learn them. In the end, I think every young person should have an account there. Even if only one in a thousand or ten thousand benefit, that would be a terrific outcome. "

(Abstract only online, full text requires subscription) "The pipeline toward careers in science, technology, engineering, and mathematics (STEM) begins to leak in high school, when some students choose not to take advanced mathematics and science courses. We conducted a field experiment testing whether a theory-based intervention that was designed to help parents convey the importance of mathematics and science courses to their high school-aged children would lead them to take more mathematics and science courses in high school. The three-part intervention consisted of two brochures mailed to parents and a Web site, all highlighting the usefulness of STEM courses. This relatively simple intervention led students whose parents were in the experimental group to take, on average, nearly one semester more of science and mathematics in the last 2 years of high school, compared with the control group. Parents are an untapped resource for increasing STEM motivation in adolescents, and the results demonstrate that motivational theory can be applied to this important pipeline problem. "

A slide show of artworks influenced by and demonstrating mathematical concepts

Published by University of Chicago Press, July 2012. "Math and science hold powerful places in contemporary society, setting the foundations for entry into some of the most robust and highest-paying industries. However, effective math and science education is not equally available to all students, with some of the poorest students-those who would benefit most-going egregiously underserved. This ongoing problem with education highlights one of the core causes of the widening class gap. While this educational inequality can be attributed to a number of economic and political causes, in Empowering Science and Mathematics Education in Urban Communities, Angela Calabrese Barton and Edna Tan demonstrate that it is augmented by a consistent failure to integrate student history, culture, and social needs into the core curriculum. They argue that teachers and schools should create hybrid third spaces-neither classroom nor home-in which underserved students can merge their personal worlds with those of math and science. A host of examples buttress this argument: schools where these spaces have been instituted now provide students not only an immediate motivation to engage the subjects most critical to their future livelihoods but also the broader math and science literacy necessary for robust societal engagement. A unique look at a frustratingly understudied subject, Empowering Science and Mathematics Education pushes beyond the idea of teaching for social justice and into larger questions of how and why students participate in math and science. " Excerpts in Google Books

"A research team led by Carnegie Mellon University's Robert Siegler has identified a major source of the gap -- U. S. students' inadequate knowledge of fractions and division. Although fractions and division are taught in elementary school, even many college students have poor knowledge of them. The research team found that fifth graders' understanding of fractions and division predicted high school students' knowledge of algebra and overall math achievement, even after statistically controlling for parents' education and income and for the children's own age, gender, I.Q., reading comprehension, working memory, and knowledge of whole number addition, subtraction and multiplication. Published in Psychological Science, the findings demonstrate an immediate need to improve teaching and learning of fractions and division."

This slide show demonstrates some techniques that would be suitable for an experimental geometry project. The basic shapes of square and circle are explored using open source Geogebra and Dr Geo geometry software. The examples includes exercises in geometric construction, novel solutions and recursive (spiral) constructions. This is mathematics that can be done without algebra. There is some algebra on slide 18, to calculate the radius and area of a semicircle inscribed in a square.

Nils Baas of the Norwegian University demonstrates some unusual topological structures that have implications for "new forms of matter."

Well received book on using physics to demonstrate mathematical concepts by Mark Levi, professor of mathematics at Pennsylvania State University

A well-organized collection of 76 short videos demonstrating different pedagogical methods for teaching operations with fractions. Includes cool methods such as double number line and equivalent ratios.

Maths Solutions features experienced teachers demonstrating solutions to a series of maths problems that are known to challenge students. The solutions are presented as a series of short video clips displayed on the screen in a step-by-step format; in the same way as a teacher writing on a page or whiteboard. Choose the maths area that you need help with.

Interactive java applets that demonstrate concepts from calculus

Furbles demonstrate bar charts & pi charts

Repository of mathematica manipulatives for teaching.

These pages demonstrate visual phenomena, and »optical« or »visual illusions«. The latter is more appropriate, because most effects have their basis in the visual pathway, not in the optics of the eye. When I find the time I will expand the explanations, to the degree that these phenomena are really understood; any nice and thoughtful comment welcome.

"Interactive Numicon (100 baseboard) that you can use to demonstrate decimals to children."

In the portal you'll find a dynamic textbook, lesson plans, widgets, interactive Demonstrations, and more built by Wolfram education experts. Absolutely a great resource. Builds in representations, applets, explanations of variable use etc. Great tool.  Since it is in Beta, I am wondering how long it will be free and what their plans are for the future.