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from the article: "it's algebra, the academic subject that more than any other strikes fear in grown-ups' hearts. But these are 5th graders. And some are struggling learners. The lesson is plenty rigorous, as you'll see. But the kids get a useful assist from the "manipulatives," concrete objects -- pawns and blocks -- that support a program called Hands-on Equations. Kids use the objects to build and break down algebraic equations."

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."

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

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A group of educators sharing interesting resources around the teaching and learning of mathematics.

A group of educators sharing interesting resources around the teaching and learning of mathematics.

Drawing on culture, creativity and computation in teacher education

"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."

Abstract: "In traditional mathematics education, students have typically been asked to solve lots of tedious and uninteresting exercises for developing the arithmetic skills of addition and subtraction. The paper provides an account of learning arithmetic skills in a more interesting way through the collaborative playing of a puzzle game. 83 students in three classes in Grade 4 were asked to solve arithmetic problems with three different methods: via playing an adapted "cross number puzzle" game on Group Scribbles (GS) collaboratively, via playing the same game on GS individually, and via the traditional method of teaching and learning, i.e. with no games at all. Analysis of the pre and post learning achievement data reveals that the two classes who played the game performed better than the control class, with the collaborative class students achieving better than the individual class students. By playing the game, low-ability students, in particular, made the most significant progress in arithmetic capability and in building up their confidence in doing arithmetic calculations."

Games devised by Ming Ming Chiu, education professor at University of Buffalo, teaching math in everyday phenomena, link to YouTube videos included

"Take Back Math's Algebra, Pre-Algebra, and Algebra Readiness mobile apps are created by a credentialed, experienced California math teacher who has a passion for math education. These apps offer full math courses with easy to follow instruction that can really help students."

A study on the efficacy of introducing game-like achievements in classroom learning, with math as one of the examples, see appendices

Abstract: "A Learning Assistant program that recruits strong STEM undergraduates to become mathematics teachers was explored through a qualitative study. Three program participants were purposely selected and interviewed. The program reaffirmed one participant's choice to become a teacher and clarified for one that it might be a career for him."

"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."

Discusses quantitative literacy (QL) as a student learning outcome and the work of Project Kaleidoscope and others towards effecting the curriculum in that direction

Mathematics teachers disagreeing with the math teaching methods espoused by the Khan Academy, including words from a Stanford PhD candidate: ""When you attempt to distribute mathematics through any of these media [such as YouTube videos, digital photos, MP3s, PDFs, blog posts, spoken words, and printed text] it changes the definition of mathematics."

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Two sections, teaching, and transforming

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.