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Abstract: "the researcher attempted to investigate how to better measure engagement and refine the measurement of engagement in this study. To frame the engagement, three domains of engagement - behavioral, cognitive, and emotional- are analyzed in detail to be able to examine the qualities of each type. Moreover, three game attributes -clear goals, immediate feedback, and balance between challenges and skills- are presented and discussed as fundamental features of virtual manipulatives and educational games used in this study to make an impact on students' engagement. To measure effects of educational games and virtual manipulatives on three domains of engagement, the researcher designed an engagement survey that examines each domain separately with their sub-domains. The Cronbach's alphas for engagement pre-test and post-test were found .89 and .91 respectively. In this pre-test and post-test quasi-experimental design, four fifth-grade classrooms (N=86) from four schools in southwest Virginia were assigned as three experimental groups and one control group. In the first experimental group, participants played an educational game called Candy Factory and in the second experimental group, the students played another educational game called Pearl Diver on iPod Touch for eight days consecutively, for 20 minutes each. In the third experimental group, participants performed activities with virtual manipulatives, whereas in the control group, participants did paper-and-pencil iii drills for the same duration. All of the groups studied on the same topic, fractions. According to the results of ANCOVA, experimental group students' engagement scores were found significantly higher than control group students', F(1,80)=11.568, p=.001. When three domains of engagement were analyzed, significant differences were found among all three domains between experimental and control groups. When the researcher conducted separate analysis for educational games group and vir

The popular educational portal www.kidsworldfun.com is organizing a unique Little Champs Video Contest for preschoolers (3-6 years old) around the world. The contest intends to discover the very young bright stars around the world who are exceptional in a variety of activities such as reading, writing, singing, dancing, doing chores around home, playing with friends, gardening, and so on. Parents, who are interested, should make a video portfolio of their child, of about 3-5 minutes duration, stringing together the various activities he/she engages in at different times, in natural situations. The winners will be selected based on how well and happily the child engages in the task, how independently he/she is able to perform, how much effort is put in, and how skilled he/she is, in each activity engaged in. The terms and conditions of the contest are given at http://www.kidsworldfun.com/video-contest/ The Little Champs Video Contest is the second international contest that the KidsWorldFun is organizing, the first being the prestigious International Short Story Contest for School Children that debuted in 2016.

"Primary school students are more likely to understand and engage with maths if classes use real money and real-life projects, according to a Western Sydney University pilot study. The findings come as Australian students lag behind other countries in maths, with Year 4 students dropping from 18th to 28th out of 49 countries in year 4 maths in the latest Trends in International Mathematics and Science study."

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

Stimulating critical thinking using technology has the potential to create more in depth understanding of science and math content by students when engaged in learning activities which integrate in-class and on-line technology resources. Technology tools support stimulation of both inquiry-based and critical thinking skills by engaging students in exploring, thinking, reading, writing, researching, inventing, problem-solving, and experiencing the world outside their classroom. This is accomplished through learning content through the lens of video to multimedia to the internet (Using Technology to Improve Student Achievement, NCREL, 2005).

When students are engaged in learning science or math which is personal to them (real world problem solving), they become more engaged in the learning process. Project based learning situations in science and math increase opportunity for students to internalize and make connections.

"The Middle School Stream aims to motivate and engage middle school students (grades 5 through 8) in STEM learning, 21st Century Literacy Skills and Systems Thinking by challenging them to design original video games. The High School Stream aims to motivate and engage high school students (grades 9 through 12) in STEM learning, 21st Century Literacy Skills and Systems Thinking by challenging them to design original video games. The Collegiate Stream challenges emerging game developers at the graduate and undergraduate levels to design video games for children (grades pre-K through 8) that teach key STEM concepts and foster an interest in STEM subject areas. The Educator Stream challenges educators to design video games for children (grades pre-K through 12) that teach key STEM concepts and foster an interest in STEM subject areas."

MathMovesU is an innovative program sponsored by Raytheon designed to engage middle-school students with math. MathMovesU.com features content that appeals to things they are most passionate about, such as sports, music, and fashion, while delivering math subject matter in engaging ways, like games, polls, and fun math facts. Play math games, win prizes, and more!

"Why Learn It (WLI) aims to address the issue of motivation around learning math by helping students explore the beauty and relevance of what they would otherwise dismiss as inconsequential in school. Targeting late middle-school and early high-school students, WLI takes a hybrid approach to cultivat- ing motivation. It leverages the engagement value of short (approximately three-minute long) videos depicting real people talking about how math and computational thinking are critical to their successes in a number of professional areas. Students then complete a series of interactive exercises that help students explore an application area discussed in the video in more detail. These exercises, however, are not simply drill problems aimed at making students experts in a particular content area. Instead, they are multi-step assignments that require the students to draw upon both detailed mathematical knowledge and a big picture view of how this knowledge can be used to draw useful, meaningful conclusions. The exercises are focused on bridging the worlds of number, images, and sounds in or- der to help students build intuition around a particular topic. Therefore, while some questions have objectively correct responses, others require students to gather knowledge they have built through answering previous questions within the packet to draw new inferences. Hints are provided along the 1 way to ensure students receive assistance when necessary. Finally, WLI is housed online and is oered for free, signifying minimal barriers to usage by educators and students."

Description: "The Innovation Fund is a challenge for educators, student teams, gamers, programmers, and anyone who has a great idea to create fun and engaging math educational media. WGBH Educational Foundation is seeking up to 100 educational media digital resources (videos, games, interactives, infographics, and manipulatives) that are directed towards middle school students and loosely aligned with the Common Core State Standards for Mathematics. The digital resources selected will be showcased on PBS LearningMedia as part of a middle school math resource collection. WGBH is looking for content that engages a wide range of students by reflecting a wide range of culturally responsive perspectives and learning styles. Digital resources should be engaging, rich in content and context, and go beyond strictly procedural teaching. In other words, no talking heads."

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An approach with high school students that combines problem solving and skill building

Abstract:"This paper discusses the results of a pilot st udy that explored how prospective secondary school teachers are shaped by learni ng experiences during their undergraduate mathematics education. The collabora tive study, which was conducted by a mathematician and a mathematics educator, dr ew from the experiences of prospective teachers in a non-traditional undergraduate ma thematics program that makes extensive use of technology. Analysis of data collect ed from detailed questionnaires, journals, and focus group discussions strongly suggests that designing, implementing, and testing Learning Objects promotes prospective teache rs' learning of the mathematics needed for teaching. Furthermore, the analysis shows t hat prospective teachers' experiences of ownership, engagement, and pride are key to positive learning experiences. "

abstract: "A large number of studies carried out on pupils aged 8-14 have shown that teachable agent (TA) based games are beneficial for learning. The present pi- oneering study aimed to initiate research looking at whether TA based games can be used as far down as preschool age. Around the age of four, theory of mind (ToM) is under development and it is not unlikely that a fully developed ToM is necessary to benefit from a TA's socially engaging characteristics. 10 preschool children participated in an experiment of playing a mathematics game. The partic- ipants playing a TA-version of the game engaged socially with the TA and were not disturbed by his presence. Thus, this study unveil exciting possibilities for further research of the hypothesised educational benefits in store for preschoolers with regard to play-and-learn games employing TAs."

"This is a rather unusual structure for organizing mathematical content, but offers an exciting opportunity for teachers across the nation and abroad to exchange ideas and discuss what they teach. This Wiki will address the underlying central concepts and propose activities that also provide rich opportunity to engage students in the Mathematical Practices. "

"Hooray! You have a brand new, shiny iPad to use in your classroom this year. Boo-there's only one iPad and 35 eager kids ready to use it. No need to worry-there are lots of amazing things you can do with a single iPad in your classroom, and it doesn't have to be a classroom management nightmare either. Here are 15 of our favorite apps that work great with a one iPad setup AND help to keep kids on task and engaged with what you are learning."

LOGIN: http://tinyurl.com/math20event Mind the Daylight Saving Time! Geoff Roulet and Jill Lazarus will discuss their use of wikis, GeoGebra and Jing with students, and invite participants for an extended DIY exploration. More details concerning the software required are below. All events in the Math Future weekly series: http://mathfuture.wikispaces.com/events The recording will be at: http://mathfuture.wikispaces.com/SupportingCollaborativeMath Your time zone: http://bit.ly/z69yzS About Blended Mathematical Collaboration using a Wiki, GeoGebra and Jing This discussion centers on the use of computer tools in a high school class. The goal was to develop a "math-talk learning community" to establish mathematics communication and collaboration as a classroom norm. In support of this we have combined the use of a wiki, GeoGebra, and Jing. We would like to invite educators who have experience with wikis, GeoGebra and screencasts, or who would like to learn more, to discuss our project and share their ideas. Event Hosts Geoff is the skipper of and Jill a crew member on Jeannie, a J35 racing yacht. When not sailing, they are mathematics educators. After graduate work at the University of Waterloo, Geoff Roulet began teaching mathematics, computer science, and chemistry at Roland Michener Secondary School in Timmins, northern Ontario. In the late 1970s, when personal computers for computer science were placed in the back of his classroom, Geoff began using these to support student learning in mathematics. Since then he has been involved in ICT use in teaching and learning at all grades and in all subjects, but with a particular focus on mathematics. Teaching was followed by a short spell of curriculum development and support work with the Ontario Ministry of Education and then in 1990 a move to the Faculty of Education, Queen's University at Kingston. Along the way Geoff completed M.Ed. and D.Ed. degrees at the Ontario Institute for Studies

InBalance has been been developed by a team of European research and learning institutions.The purpose of the project is to support and develop adult tutors of numeracy and provide structured and engaging materials for learners of several abilities. InBalance is a realistic & systematic methodology based on the needs of individual learners & their practical everyday experiences.The InBalance website presents you with a European Numeracy Framework. It describes in detail European levels of competence in numeracy relating to real life situations. There is also a bank of learning materials & an assessment tool for you to use with your own learners; and an exercise maker which will assist you to create your own learning materials.

Researchers from Notre Dame and Harvard, in a paper to be published in the Quarterly Journal of Economics, discuss Soviet mathematicians' movement to U.S. institutions following the breakup of the Soviet Union, how Soviet mathematical study engaged in different areas of specialization from that of the west, and subsequently "a flood of new mathematicians, theorems and ideas."

"Contrary to what you've probably read, you don't have to be engaging to be a great teacher-at least not in any charismatic and charming sense of the word. You can be relatively "boring" and lead students to outstanding academic progress, mainly by staying organized, being reflective, flexible, and in constant contact with an active and ambitious professional learning networking. Teaching differently requires work."

"With Time Warner Cable support, Common Sense Media is making their new Digital Passport mobile app for Android and iOS operating systems available for free to the public through August 31, 2013. Designed for kids ages 8-12, the Digital Passport app features engaging games and videos to teach children the basics of being safe and responsible in the digital world. Get smart, stay safe and navigate responsibly this summer!"