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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).

From the abstract: "We tested the hypothesis that certain aspects of nonperceptible Euclidian geometry map onto intuitions of space that are present in all humans, even in the absence of formal mathematical education. Our tests probed intuitions of points, lines, and surfaces in participants from an indigene group in the Amazon, the Mundurucu, as well as adults and age-matched children controls from the United States and France and younger US children without education in geometry. The responses of Mundurucu adults and children converged with that of mathematically educated adults and children and revealed an intuitive understanding of essential properties of Euclidean geometry." (Full text requires subscription.

A well-organized collection of 76 short videos demonstrating different pedagogical methods for teaching operations with fractions. Includes cool methods such as double number line and equivalent ratios.

A nice flash whiteboard resource where users are given a multiplication question to answer by dragging along a numberline. http://ictmagic.wikispaces.com/maths

"In this section, you will find some fun ways to learn about math. You can start out with Estimation of Length, Place Value and Weight and Capacity. If you want something more challenging, take a look at Line Symmetry, Patterns and Tangrams."

We need a simple way to communicate math on the Web. I'm often amazed that a really popular math forum like Ask Dr Math has these tedious math typing suggestions where you have to enter hundreds of spaces to get things to line up.

Interactive game - LCD and number line practice

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A fun maths game where player shoot numbers to make number bonds. http://ictmagic.wikispaces.com/Maths

A good maths resource for practising numberline skills, including negative numbers. http://ictmagic.wikispaces.com/Maths

Play Tetris along a numberline and use numbers to place your blocks. http://ictmagic.wikispaces.com/Maths

Play battleships along a numberline using a variety of maths skills, including fractions, decimals and measurements. http://ictmagic.wikispaces.com/Maths

A video from minutephysics

A nice collection of online maths tools, including a colour spinner, coin thrower, graph & chart tools, fractions illustrator and many more. http://ictmagic.wikispaces.com/Maths

This website is K-12 with algebra tiles, fractions and interactive games on the computer. It also has a "grapher" that graphs up to 3 functions. I use it to find x and y-intercepts of lines or parabolas

Prolific science writer Aczel offers a grab bag of biographical sketches of important mathematicians: starting with the "rope-pullers" in ancient Egypt, who determined property lines for farmers

Abstract: "Human adults from diverse cultures share intuitions about the points, lines, and figures of Euclidean geometry. Do children develop these intuitions by drawing on phylogenetically ancient and developmentally precocious geometric representations that guide their navigation and their analysis of object shape? In what way might these early-arising representations support later-developing Euclidean intuitions? To approach these questions, we investigated the relations among young children's use of geometry in tasks assessing: navigation; visual form analysis; and the interpretation of symbolic, purely geometric maps. Children's navigation depended on the distance and directional relations of the surface layout and predicted their use of a symbolic map with targets designated by surface distances. In contrast, children's analysis of visual forms depended on the size-invariant shape relations of objects and predicted their use of the same map but with targets designated by corner angles. Even though the two map tasks used identical instructions and map displays, children's performance on these tasks showed no evidence of integrated representations of distance and angle. Instead, young children flexibly recruited geometric representations of either navigable layouts or objects to interpret the same spatial symbols. These findings reveal a link between the early-arising geometric representations that humans share with diverse animals and the flexible geometric intuitions that give rise to human knowledge at its highest reaches. Although young children do not appear to integrate core geometric representations, children's use of the abstract geometry in spatial symbols such as maps may provide the earliest clues to the later construction of Euclidean geometry. "

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