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"Ah, listening, the neglected literacy skill. I know when I was a high school English teacher this was not necessarily a primary focus; I was too busy honing the more measurable literacy skills -- reading, writing, and speaking. But when we think about career and college readiness, listening skills are just as important. This is evidenced by the listening standards found in the Common Core and also the integral role listening plays in collaboration and communication, two of the four Cs of 21st century learning. "

Math calculators are very helpful for students in solving their math problems. From algebra to geometry, trigonometry to statistics, these calculators are very helpful. Teachers and Parents also get much help from these calculators if they don't find the solution to some difficult math problems.

Students talk about good mathematics teachers « 21st Century Learning

Click on any term to get interactive lessons AND printable worksheets. Nice!!

Discusses a story in Genesis counting down (through negotiation) and asks for antecedents

If Abraham used multiplicative reasoning from 20 on, making the switch unnoticed because 20 to 10 is both additive and multiplicative, he could get down to 1 in just a few more steps!

Still, in today's standard-driven classrooms, math homework is more complex than ever and math homework is usually a daily event. It is very important for a student to learn the basic concepts in math before going for any math homework and for the same quality tutoring is guaranteed. The Internet is a great medium for this purpose. Math homework help services on the internet through their expert advice on the exact concepts you are working on, are just a click away 24/7.

Unwind the mysteries of math - Get instant help, discuss curriculum, homework, topics, learning, concerns, whatever you need, right here, with other members as well as our experts.

From the abstract: "This research examined the effects of the objectifying gaze on math performance, interaction motivation, body surveillance, body shame, and body dissatisfaction. In an experiment, undergraduate participants (67 women and 83 men) received an objectifying gaze during an interaction with a trained confederate of the other sex. As hypothesized, the objectifying gaze caused decrements in women'smath performance but notmen's. Interestingly, the objectifying gaze also increased women's, but notmen's,motivation to engage in subsequent interactions with their partner. Finally, the objectifying gaze did not influence body surveillance, body shame, or body dissatisfaction forwomen or men. One explanation for themath performance and interaction motivation findings is stereotype threat. To the degree that the objectifying gaze arouses stereotype threat, math performance may decrease because it conveys that women's looks are valued over their other qualities. Furthermore, interaction motivation may increase because stereotype threat arouses belonging uncertainty or concerns about social connections. As a result, the objectifying gazemay trigger a vicious cycle in which women underperform but continue to interact with the people who led them to underperform in the first place. Implications for long-term consequences of the objectifying gaze and directions for future research are discussed." (Full text available online (.pdf) )for now) ) (Winner of the 2011 Georgia Babladelis Best Paper Award)

Wow, what an amazing study!

Enter your zip coade to see US census data and comparisons with neighboring zip codes. Great data site for data that is engaging to students, can be represented in multiple ways, and potential for predicting future trends.

It would be interesting to build a set a links to similar research results as this and discuss the implications this has for what we do as math teachers in our classrooms.

New research from Vanderbilt University has found students benefit more from being taught the concepts behind math problems rather than the exact procedures to solve the problems. The findings offer teachers new insights on how best to shape math instruction to have the greatest impact on student learning.

This just confirms what all the other research has been saying. The issue is getting all of us who didn't learn math conceptually, and who were not trained in college conceptually, to teach this way.

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