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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."

3 activities to support developing number sense with children. All can be used across KS1 or KS2 with differentiation and difficulty all adaptable by the teacher.

From the abstract (full text requires subscription or purchase): "Though cooperative learning has been a topic of considerable interest in educational research, there has been little study specific to learning in the mathematics content area of geometry. This paper seeks to address that gap through a design experiment featuring a novel small-group computing environment for supporting student learning about quadrilaterals. In this design, each student controls a unique point in a shared geometric space, and those points are linked such that a group of four students collectively forms a quadrilateral. We first present results from pre- and post-measures to show how the students learned from the activities and developed in terms of geometric reasoning. We then present three episodes, elaborated with the notion of appropriation, to explain how students took up ways of using the technological tools and of talking about geometric concepts from one another in the interactive environment. Our study found that students achieved learning gains in this novel environment, that the environment provided rich opportunities for peer interaction around geometric objects, and that student learning opportunities and interactions were characterized by processes of appropriating ways of talking about and using software features."

A site from the US with a superb collect of professional development videos for teachers to improve their skills and knowledge of teaching and learning in a range of areas and subjects. http://ictmagic.wikispaces.com/Video%2C+animation%2C+film+%26+Webcams

"The MIND Research Institute enables elementary and secondary students to reach their full academic and career potential through developing and deploying math instructional software and systems. A non-profit organization, MIND also conducts basic neuroscientific, mathematics, and education research to improve math education and advance scientific understanding."

So simple, but soooo fun and develops spatial reasoning skills and perspective

Current reforms in mathematics education emphasise the need for pedagogy because it offers learners opportunities to develop their proficiency with complex high-level cognitive processes. One has always associated the ability to make mathematical connections, together with the teacher's role in teaching them, with deep mathematical understanding. This article examines the nature and quality of the mathematical connections that the teachers' representations of those connections enabled or constrained. The researchers made video recordings of four Grade 11 teachers as they taught a series of five lessons on algebra-related topics. The results showed that the teachers' representations of mathematical connections were either faulty or superficial in most cases. It compromised the learners' opportunities for making meaningful mathematical connections. The researchers concluded by suggesting that helping teachers to build their representation repertoires could increase the effectiveness of their instructional practices.

This practice guide provides five recommendations for improving students' mathematical problem solving in grades 4 through 8. This guide is geared toward teachers, math coaches, other educators, and curriculum developers who want to improve the mathematical problem solving of students.

"This engaging book presents the essential mathematics needed to describe, simulate, and render a 3D world. Reflecting both academic and in-the-trenches practical experience, the authors teach you how to describe objects and their positions, orientations, and trajectories in 3D using mathematics. The text provides an introduction to mathematics for game designers, including the fundamentals of coordinate spaces, vectors, and matrices. It also covers orientation in three dimensions, calculus and dynamics, graphics, and parametric curves. "Visit the book's companion web site, gamemath.com, to download the example code and access other resources.

Abstract: "The purpose of this chapter is to provide pedagogical strategies and discuss ideas about teaching mathematics using GeoGebra that promote effective use of visualization in a technology-integrated dynamic environment. The author describes his work with prospective secondary mathematics teachers enrolled in a methods course. The results of the study revealed that their perspectives on teaching and learning mathematics with technology were enriched as they worked individually and in small groups to develop and present lessons with GeoGebra, suggesting that creating a collaborative environment for our prospective teachers is as important as incorporating dynamic mathematics software into our teacher education courses." (Full text requires subscription or purchase)

(Self-directed-Learning) "SDL model for planning, managing, and directing the development of student progress when using the educational games while learning math."

Math journals provide advantages for students to develop a better understanding of mathematics, with teachers learning their student's views and beliefs regarding math.

The Mathematics Word Wall was developed by Michele S. Weiner, Regional Center  II Instructional Supervisor. Teachers  who attended Regional Center II's  mathematics inservices received their own copy.  There have been additional  requests from teachers, who did not attend, to receive a copy. Therefore, we have  attached a copy of the Mathematics Word Wall to be used as a resource in the  classroom.  

"Kill Math is my umbrella project for techniques that enable people to model and solve meaningful problems of quantity using concrete representations and intuition-guided exploration. In the long term, I hope to develop a widely-usable, insight-generating alternative to symbolic math."

"A large majority of middle school math teachers say the common core is more rigorous than their state's prior mathematics standards. At the same time, most teachers reported receiving fewer than 20 hours of professional development over the past year related to the common core"

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The Math 2.0 Interest Group is an international network of researchers, educators, families, community leaders and technology enablers. We are collaborating on a variety of research and development projects and conversation threads about social media as it relates to mathematics and mathematics education.

Great resource for developing a protocol for looking at student work with your PLC, staff, department. Offers not only protocols, but strategies for introducing the idea to your group, supporting the activity long-term to meet the needs of your staff/PLC. 

Nice set of applets that let students explore fraction understanding from multiple perspectives and models. I love that they use a variety of models for fractional development, including bars (multiple versions), sets, and linear. From the site:  "Why Fractions? Fractions are one of the earliest stumbling blocks for students in math. Our goal is building conceptual understanding in fractions as a basis for comprehension in all later topics."

Geared toward developing good instructional strategies for entry level geo-science courses at the post-secondary setting, the suggestions can easily be applied to 6-12 setting and are just good instructional practices. Well organized and includes different perspectives and connected content. I thoroughly agree with the mathematical modeling discussion. It's worth reading

Digital Media follows the old adage "A picture is worth a thousand words!" when it comes to science and math. The use of visuals is ideal for helping students construct background knowledge for developing a better understanding of science and math concepts.