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Curious how social media might benefit you as a math teacher? Check out mathtwitterblogosphere, which encourages math teachers to tweet and blog in order to "get your own creative juices flowing" and participate in a "world-class faculty lounge with colleagues who care about what they do." Come see profiles of math teachers who use blogs and Twitter, learn about "how to take the leap" with those social media, and find recommendations of tweeps and bloggers to follow, categorized by academic level, or interests such as arts and craft in the math classroom games and gamification in math interdisciplinary Work modeling approach to teaching standard-based grading projects and rich tasks technology in the math classroom

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!

Fundamentals of Mathematics is a work text that covers the traditional topics studied in a modern prealgebra course, as well as topics of estimation, elementary analytic geometry, and introductory algebra. It is intended for students who (1) have had a previous course in prealgebra, (2) wish to meet the prerequisite of a higher level course such as elementary algebra, and (3) need to review fundamental mathematical concepts and techniques. NOTE: This collection is a work in progress, and the content has not yet been marked up in CNXML. You can download PDF copies of individual chapters in from their respective modules.

"This paper describes a research project on Year 3 primary school students in Malaysia in their use of computer-based video game to enhance learning of multiplication facts (tables) in the Mathematics subject. This study attempts to investigate whether video games could actually contribute to positive effect on children's learning or otherwise. In conducting this study, the researchers assume a neutral stand in the investigation as an unbiased outcome of the study would render reliable response to the impact of video games in education which would contribute to the literature of technology-based education as well as impact to the pedagogical aspect of formal education. In order to conduct the study, a subject (Mathematics) with a specific topic area in the subject (multiplication facts) is chosen. The study adopts a causal-comparative research to investigate the impact of the inclusion of a computer-based video game designed to teach multiplication facts to primary level students. Sample size is 100 students divided into two i.e., A: conventional group and B conventional group aided by video games. The conventional group (A) would be taught multiplication facts (timetables) and skills conventionally. The other group (B) underwent the same lessons but with supplementary activity: a computer-based video game on multiplication which is called Timez-Attack. Analysis of marks accrued from pre-test will be compared to post- test using comparisons of means, t tests, and ANOVA tests to investigate the impact of computer games as an added learning activity. The findings revealed that video games as a supplementary activity to classroom learning brings significant and positive effect on students' retention and mastery of multiplication tables as compared to students who rely only upon formal classroom instructions."

Report from the National Academies. Summary: "The mathematical sciences are part of nearly all aspects of everyday life-the discipline has underpinned such beneficial modern capabilities as Internet search, medical imaging, computer animation, numerical weather predictions, and all types of digital communications. The Mathematical Sciences in 2025 examines the current state of the mathematical sciences and explores the changes needed for the discipline to be in a strong position and able to maximize its contribution to the nation in 2025. It finds the vitality of the discipline excellent and that it contributes in expanding ways to most areas of science and engineering, as well as to the nation as a whole, and recommends that training for future generations of mathematical scientists should be re-assessed in light of the increasingly cross-disciplinary nature of the mathematical sciences. In addition, because of the valuable interplay between ideas and people from all parts of the mathematical sciences, the report emphasizes that universities and the government need to continue to invest in the full spectrum of the mathematical sciences in order for the whole enterprise to continue to flourish long-term."

"This National report examines the way in which teaching, learning and assessment is conceptualised in Welsh policy for early years science and mathematics, and the role for creativity. This report is one of 13 European national policy reports that are contributing to the Creative Little Scientist Project deliverable (D3.2 Report on Mapping and Comparing Recorded Practices) mapping and comparing policy approaches across Europe. In order to map the key messages in Welsh policy, as well as allow comparisons with other nations, this report draws upon a survey instrument used to rate the extent to which certain approaches, and the role of creativity is emphasised across relevant policy documents in this area. In the case of Wales, this was largely based upon the Framework for Children's Learning for 3 to 7 year olds in Wales, Play/Active Learning: overview for 3 to 7 year olds, the National Curriculum documents for Key Stage 2, associated assessment documents and inspection reports. "

Abstract: "The principal aim of this study is to find the weaknesses of secondary school students at geometry questions of measures , angles and shapes , transformations and construction and 3-D shapes. The year 7 curriculum contains 4 geometry topics out of 17 mathematics topics. In addition to this , this study aims to find out the mistakes, 28 , 7th grade students made in the last 4 exams including two midterms and two final exams.To collect data, students were tested on two midterms and two final exams using open-ended questions on geometry to analyze their problem solving skills and to test how much they acquired during the year.Frequency tables were used in data analysis.To fulfill this aim in the first midterm exam the subject measures were tested.In the first final exam which followed the first midterm exam in addition to measures and angles shapes skills were also tested. Following these tests , in the second midterm we tested the students on transformation and construction. A descriptive methodology and student interview were used in the study to analyze and interpret the results. The results from this study revealed that 7th grade secondary school students have a number of misconceptions, lack of background knowledge, reasoning and basic operation mistakes at the topics mentioned above."

In this era of rapid changes, top educational websites for students plays a crucial role in providing the relevant information about the Universities in USA. A lot factors are to be assessed and shortlisted regarding the USA Universities, before getting into one. Many key factors like deadlines, scholarships, ranking, application procedure, academic qualification, tuition fees , and exams, plays a critical role on students' as well as on parents' mind. To remove all those perplex situation, a list of Top Educational Websites in USA is given below -

"For the first time, scientists have identified the brain pathway that links a positive attitude toward maths to achievement in the subject. In a study of elementary school students, researchers at the Stanford University School of Medicine found that having a positive attitude about maths was connected to the better function of the hippocampus, an important memory centre in the brain, during the performance of arithmetic problems. The findings will be published online Jan. 24 in Psychological Science."

The objective of this site is to show examples of thinking in math, whether it is original solutions from students of problems, or ways to include an inquiry based approach in mathematics education. The idea for the project came from Chris Hunter as a comment on a blog post. I, David Wees, think it is such a terrific idea that I am working on implementing it. I welcome ideas and input from anyone who is interested and would like to help support student thinking in mathematics. Please send an email with your example of original mathematical thinking by a student, or an example of a project students can do to support inquiry in mathematics

Abstract: "This study examined the benefits and challenges associated with implementing RtI [Response to Intervention] in the area of math ematics in an elementary and a middle school in a rural district in the northeastern United States. We sought to document the ways in which two schools approached implementation of RtI and to explore the issues they encountered with respect to instruction , intervention, and assessment. Five themes were identified that described implementation of the RtI framework: Shifting roles and changing structures, increasing opportunities for collaboration and communication, inc reasing instruction al an d assessment su pport for students who struggle in math, increasing knowledge of support strategies for learners who struggle with math, and "spreading the word" and enhancing the use of the model. The results of this study suggest that the RtI model has potential to impr ove how math instruction is approached in elementary and middle schools. "

From the abstract: "Studies on creative mathematics conducted in the past decades revealed that the importance of creation of learning and teaching environment favourable to the identification and nurturing creativity in mathematics. Based on psychological, methodological and didactical models created by Krutetskii (2006), Shchedrovtiskii (2008), Brousseau (2007) and Sierpinska (2004), we have developed our challenging situation approach. During 5 years of field study in the elementary grade VII classroom, we collected sufficient amount of data that demonstrate how these challenging situations help to discover and to boost mathematical creativity in very young children, keeping and increasing their interest towards more advanced mathematics curriculum. This article is an humble attempt to present our model and illustrate how it works in the mixedability classroom. We will also discuss different roles that teachers and students might play in this kind of environment and how each side could benefit from it."

"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."

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."

(abstract only, full text requires subscription or purchase) "We analyze the logs of an online mathematics game tournament, played simultaneously by thousands of students. Nearly 10,000 students, coming from 356 schools from all regions in Chile, registered to the fourth tournament instance. The children play in teams of 12 students from the same class, and send their personal bets to a central server every 2 minutes. Each competition lasts about one clock hour and takes place within school hours. Students are pre-registered and trained by their school teacher. The teacher is responsible for reviewing curriculum contents useful for improving performance at the game and coaches students participating in trial tournaments taking place a few weeks before the national tournament. All bets are recorded in a database that enables us to analyze later the sequence of bets made by each student. Using cluster analysis with this information, we have identified three types of players, each with a well-defined strategy. "

"Mathematician Shinichi Mochizuki of Kyoto University in Japan has released a 500-page proof of the abc conjecture, which proposes a relationship between whole numbers - a 'Diophantine' problem. The abc conjecture, proposed independently by David Masser and Joseph Oesterle in 1985, might not be as familiar to the wider world as Fermat's Last Theorem, but in some ways it is more significant. "The abc conjecture, if proved true, at one stroke solves many famous Diophantine problems, including Fermat's Last Theorem," says Dorian Goldfeld, a mathematician at Columbia University in New York. "If Mochizuki's proof is correct, it will be one of the most astounding achievements of mathematics of the twenty-first century." See additional commentary at: http://bit-player.org/2012/the-abc-game?utm_src=HN2

LOG IN January 24th 9pm ET: http://tinyurl.com/MathFutureEvent Music and mathematics have been linked together for thousands of years, but rarely have students had the opportunity to explore the many connections that exist between them. To try to fill this gap, Mike Thayer of Hyperbolic Guitars is developing a course. At the event, we will discuss the course outline, as well as math and music links in general. All events in the Math Future weekly series: http://mathfuture.wikispaces.com/events The recording will be at http://mathfuture.wikispaces.com/HyperbolicGuitarsCourse Event challenge! Help Mike find a resource - a web page, a video, a music piece - to go with one of the topics in the course outline. Full syllabus and details of the outline: http://hyperbolicguitars.wikispaces.com/Math+%26+Music+Course Major topics: What is sound, anyway? The physics of waves The mathematics of waves Resonance Elasticity The generation of sound by "simple" systems The vibrating string The vibrating rod The vibrating plate (e.g., drumhead or cymbal) Open and closed pipes The Helmholtz resonator (--> the vocal chords) White noise, pink noise The concept of "timbre" The perception of sound Human listeners Other "listeners": Digital recording The interaction between the generator and the listener: the science of acoustics What makes sound become music? What does a listener "listen for" in music? Basics of music and musical notation: Musical descriptions Basics of music: Psycho-physical (auditory) descriptions What makes sound "musical" (

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).

Tips and tricks for the iPod Touch are needed to assist teachers in making the process easier when using this digital device for teaching and learning. As these digital devices become more widespread in classrooms, the need for more efficient use of these tools is coming to the forefront. This evolutionary course of action is resulting in more efficient and time saving strategies. The purpose of these 10 tips and tricks is to provide teachers, both novice and experienced, with features and applications (apps) designed to make an iPod Touch's functions easier to use. These features and apps offer the ability to customize this device to resolve management issues and integrate efficiently with other digital devices, such as a Mac laptop.

"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."