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"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."

from the abstract: "Mathematics is now at a remarkable in exion point, with new technology radically extending the power and limits of individuals. Crowd- sourcing pulls together diverse experts to solve problems; symbolic computation tackles huge routine calculations; and computers check proofs too long and complicated for humans to comprehend. The Study of Mathematical Practice is an emerging interdisciplinary eld which draws on philoso- phy and social science to understand how mathematics is produced. Online mathematical activity provides a novel and rich source of data for empirical investigation of mathematical practice - for example the community question-answering system mathover ow contains around 40,000 mathe- matical conversations, and polymath collaborations provide transcripts of the process of discovering proofs. Our preliminary investigations have demonstrated the importance of \soft" aspects such as analogy and creativity, alongside deduction and proof, in the production of mathematics, and have given us new ways to think about the roles of people and machines in creating new mathematical knowledge. We discuss further investigation of these resources and what it might reveal. Crowdsourced mathematical activity is an example of a \social machine", a new paradigm, identi- ed by Berners-Lee, for viewing a combination of people and computers as a single problem-solving entity, and the subject of major international research endeavours. We outline a future research agenda for mathematics social machines, a combination of people, computers, and mathematical archives to create and apply mathematics, with the potential to change the way people do mathe- matics, and to transform the reach, pace, and impact of mathematics research."

Published November 2012. "The first part of the book introduces games, puzzles and mathematical recreations, including knight tours on a chessboard. The second part explains how thinking about playing games can mirror the thinking of a mathematician, using scientific investigation, tactics and strategy, and sharp observation. Finally the author considers game-like features found in a wide range of human behaviours, illuminating the role of mathematics and helping to explain why it exists at all. "

My name is Patrick Honner. I teach mathematics at Brooklyn Technical High School, a large, public, specialized high school in Brooklyn, New York. As a NYC public school teacher I have taught everything from Introductory Algebra to Multivariable Calculus.  I mentor student research in mathematics, and I am actively involved in extracurricular mathematics programs both in my school and around New York City. Math research is an instructional focus of mine. Independent, investigative, mathematical research projects can be crafted by and for students at all levels of knowledge, in all areas of interest. A primary objective of MrHonner.com is to exhibit the math all around us in order to stimulate question-posing and hypothesizing, the first steps in structuring a good research project. I am a two-time recipient of Math For America's Master Teacher Fellowship, and I am active in MfA's professional community.

"Beautiful Mathematics is about beautiful mathematical concepts and creations. Mathematical ideas have an aesthetic appeal that can be appreciated by those who have the time and dedication to investigate. Mathematical topics are presented in the categories of words, images, formulas, theorems, proofs, solutions, and unsolved problems. Readers will investigate exciting mathematical topics ranging from complex numbers to arithmetic progressions, from Alcuin's sequence to the zeta function, and from hypercubes to infinity squared." (MAA, 2011)

" The use of logarithms, an important tool for calculus and beyond, has been reduced to symbol manipulation without understanding in most entry-level college algebra courses. The primary aim of this research, therefore, was to investigate college students' understanding of logarithmic concepts through the use of a series of instructional tasks designed to observe what students do as they construct meaning. APOS Theory was used as a framework for analysis of growth. APOS Theory is a useful theoretical framework for studying and explaining conceptual development. Closely linked to Piaget's notions of reflective abstraction, it begins with the hypothesis that mathematical activity develops as students perform actions that become interiorized to form a process understanding of the concept, which eventually leads students to a heightened awareness or object understanding of the concept. Prior to any investigation, the researcher must provide an analysis of the concept development in terms of the essential components of this theory: actions, process, objects, and schemas. This is referred to as the genetic decomposition. The results of this study suggest a framework that a learner may use to construct meaning for logarithmic concepts. Using tasks aligned with the initial genetic decomposition, the researcher made revisions to the proposed genetic decomposition in the process of analyzing the data. The results indicated that historical accounts of the development of this concept might be useful to promote insightful learning. Based on this new set of data, iterations should continue to produce a better understanding of the student's constructions. " (from the abstract)

LOG IN February 22, 2012 at 2pm Eastern US time: http://tinyurl.com/math20event During the event, John Mason will lead a conversation about multiplication as scaling, and answer questions about his books, projects and communities. All events in the Math Future weekly series: http://mathfuture.wikispaces.com/events The recording will be at: http://mathfuture.wikispaces.com/JohnMason Your time zone: http://bit.ly/wQYN1Y Event challenge! What good multiplication tasks about scaling do you know? Share links and thoughts! John writes about elastic multiplication: "It is often said that 'multiplication is repeated addition' when what is meant is that 'repeated addition is an instance of multiplication'. I have been developing some tasks which present 'scaling as multiplication' based around familiarity with elastic bands. Participants would benefit from having an elastic (rubber) band to hand which they have cut so as to make a strip; wider is better than thinner if you have a choice." About John Mason John Mason has been teaching mathematics ever since he was asked to tutor a fellow student when he was fifteen. In college he was at first unofficial tutor, then later an official tutor for mathematics students in the years behind him, while tutoring school students as well. After a BSc at Trinity College, Toronto in Mathematics, and an MSc at Massey College, Toronto, he went to Madison Wisconsin where he encountered Polya's film 'Let Us Teach Guessing', and completed a PhD in Combinatorial Geometry. The film released a style of teaching he had experienced at high school from his mathematics teacher Geoff Steel, and his teaching changed overnight. His first appointment was at the Open University, which involved among other things the design and implementation of the first mathematics summer school (5000 students over 11 weeks on three sites in parallel). He called upon his experience of being taught, to institute active-problem-solving sessions, w

Great new way of visualizing data (all kinds of data sources). Make wordles, graphs, webs of all kinds of information. Also a great place to get data sets for investigation in the classroom. 

Learning algebra is difficult for most students. Ask any student what they are learning in algebra and you will probably receive an answer similar to this (after - Why do I need to know this?). "Using Xs and Ys a lot, a bunch of numbers and symbols, and memorizing a lot of rules." This often comes with learning algebra without connection to anything students can relate to. When students learn basic math, they can make a lot of connections.

Investigates the mathematics achievement of first year College students in Ontario. The College Mathematics Project (CMP) is a collaborative project involving Colleges of Applied Arts & Technology and District School Boards in Ontario.

Abstract: "Why do people contribute content to communities of question- answering, such as Yahoo!Answers? We investigated this issue on MathOverflow, a site dedicated to research-level mathematics, in which users ask and answer questions. Math- Overflow is the first in a growing number of specialized Q&A sites using the Stack Exchange platform for scientific collab- oration. In this study we combine responses to a survey with collected data on posting behavior on the site. User behavior suggests that building reputation is an important incentive, even though users do not report this in the survey. Level of expertise affects users' reported motivation to help others, but does not affect the importance of reputation building. We discuss the implications for the design of communities to target and encourage more contributions."

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From the abstract: "this study investigated how the perspectives of the non-computer science educators changed after learning game-programming and how it could be fitted into the K-12 curriculum. Fourteen non-computer science educators and/or administrators in the K - 16 educational systems who made up a cohort at Sam Houston State University, Master of Education/Instructional Technology Program participated in this study. The participants were required to learn two free Web 2.0 game-programming applications and reflect on an article related to reviving interest in math and science as part of their program. Qualitative data consisted of online reflections, and peer-review processes through Facebook. A quantitative component was added to the analysis. The findings indicated that: (a) the perspectives of the participants changed from negative to positive as they reflected on their own game-programming learning experiences; (b) participants came to understand how game programming could build up students' logical concepts and critical thinking skills improving performances in math, science, and other subjects; and (c) due to the benefits of logical concepts and critical thinking skills game programming could have immense benefits if built into the K-12 curriculum."

Abstract: This research paper has been designed to develop an online tutoring system for pre - K to middle school Math students. The research methodology applied in this study has used both qualitative and quantitative research methods in terms of external and internal Web or software metrics to obtain the usable parameters to design an effective tutoring system to learn Math. Today online hypermedia applications are increasingly becoming more feature rich, important and also the most popular means for communication among school students for e - learning. This paper is divided into four parts: part 'I' presents the introduction of Kumon based after school education; part 'II' describes the research proposal to identify measures, model, and methodology to develop the Web - based online learning system for Pre - K to middle school math students ; part 'III' elaborates the role of using static analysis, dynamic, and comparative analysis that can be applied to check the characteristics and authenticity of data obtained for each student separately; and finally part 'IV' investigates the behaviour of online tutoring system to find the failure points and to calculate reliability aspects using Web page trace algorithms and We b page replacement policies. In this paper, an attempt has been made to systematically explain the state of the art and their practices to design, analyze, and test the functionality of online learning systems for pre - K to middle school Math students

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."

"This book provides insights into how mathematical understanding emerged for primary-aged children (5-13 years) when they investigated mathematical tasks through digital media."

A beautifully made flash resource which explores polyhedrons 3D shapes. See their properties, nets and rotate the shape. http://ictmagic.wikispaces.com/Maths

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

relationship between "puzzle-solving and mathematical skills"

Abstract: "Middle school students lack efficient problem solving skills due to several factors. The writing process has been linked to the development of students' problem solving skills. The present study investigated the impact of the writing process on the mathema tical problem solving skills for middle grades students. N = 96 students participated in a six weeks, after school STEM program, and they were randomly assigned into two groups: one focused on the writing process with mathematical problem solving and the o ther on homework/high stakes test preparation with mathematical problem solving. In this quantitative study, the results provide evidence that the students from the writing process group were more likely to generate and apply better problem solving skills as compared to the control group. This study further contributes to the support and importance of integrating different subjects across the generalized learning realm"

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