Math for eight year olds: graph theory for kids  19 views
The other irrational numbers we could celebrate instead of pi  Quartz  6 views
Bublz!: Playing with Bubbles to Develop Mathematical Thinking  15 views

Abstract: "We encounter mathematical problems in various forms in our lives, thus making mathematical thinking an important human ability [6]. Of these problems, optimization problems are an important subset: Wall Street traders often have to take instantaneous, strategic decisions to buy and sell shares, with the goal of maximizing their profits at the end of a day's trade. Continuous research on gamebased learning and its value [2] [3] led us to ask: can we develop and improve the ability of mathematical thinking in children by guising an optimization problem as a game? In this paper, we present Bublz!, a simple, clickdriven game we developed as a first step towards answering our question."
The Best Language for Math  13 views
Augustana's Math Circle: The Mentoring Loop  6 views
Women Mathematicians, Sponsored by Agnes Scott College  2 views
Infinitesimal: How a Dangerous Mathematical Theory Shaped the Modern World  Amir Alexa...  3 views

Published in 2014, tells the story of how, in the seventeenth century, Italian Jesuit authorities evidently tried to suppress the idea of infinitesimals in mathematics and how subsequently their flourishing led to the development of calculus and shifted the balance of world culture and the influence of nations.
Playing With Math  the Book  crowdfund and preorder!  6 views

Playing With Math: Stories from Math Circles, Homeschoolers, and Passionate Teachers brings together the stories of over thirty authors who share their math enthusiasm with their communities, families, or students. After every chapter is a puzzle, game, or activity to get you and your kids playing with math too.
84yearold math tutor retiring  3 views
How humans learn to think mathematically  11 views

David Tall, emeritus professor from Warwick in the UK, published this book in 2013, and this links to his summary and a sample chapter. His papers and other math resources are on his website: http://homepages.warwick.ac.uk/staff/David.Tall/index.html
Do I Count: Stories from Mathematics  8 views
Developing a 21st Century Global Library for Mathematics Research  4 views

"Developing a 21st Century Global Library for Mathematics Research discusses how information about what the mathematical literature contains can be formalized and made easier to express, encode, and explore. Many of the tools necessary to make this information system a reality will require much more than indexing and will instead depend on community input paired with machine learning, where mathematicians' expertise can fill the gaps of automatization. This report proposes the establishment of an organization; the development of a set of platforms, tools, and services; the deployment of an ongoing applied research program to complement the development work; and the mobilization and coordination of the mathematical community to take the first steps toward these capabilities. The report recommends building on the extensive work done by many dedicated individuals under the rubric of the World Digital Mathematical Library, as well as many other community initiatives. Developing a 21st Century Global Library for Mathematics envisions a combination of machine learning methods and communitybased editorial effort that makes a significantly greater portion of the information and knowledge in the global mathematical corpus available to researchers as linked open data through a central organizational entityreferred to in the report as the Digital Mathematics Library. This report describes how such a library might operate  discussing development and research needs, role in facilitating discover and interaction, and establishing partnerships with publishers."
Language key to learning math  14 views
Adaptive Interaction Design for Online Mathematics Education: The Way of the Game  8 views

Abstract: "Together, brain science and learning design inform Adaptive Interaction Design (AID), a technique for curriculum planning and development. Mathematics is a particular case in which AID can help. The Way of the Game is vital to learning design. There are many definitions of "game." Here, we mean game to be the means by which spontaneous play becomes responsible learning. That innovative games figure as the centerpiece of many 21st century curricula is no accident. Games are a critical element in modern theories of learning design especially when related to insights from neuroscience and online learning/teaching methods. But beyond simple gamification, can games provide the disruptive transformation to mathematics education that is required to effect substantive and sustainable improvement? Can we game the educational system to ensure students' success in mathematics? To find out, we will look at the AID process and two sample products for the development of mathematical thinking and practice based on the Way of the Game."
Desmos  Beautiful, Free Math  10 views
Visions of Infinity: The Great Mathematical Problems  7 views
Mondrian Meets Euclid: An Eccentric Victorian Mathematician's Masterwork of Art and Sci...  6 views
How I Help All My Students to Be Good at Math  51 views

I really like this article because of how relatable it is. I want my students to ask questions but getting them to ask them is the tricky part. Encouraging them constantly that they can do it and to ask questions can be exhausting but that's what I want so that they will become confident and improve.
I also love the end of the article were she talks about giving credit for showing work even if the answer is wrong. I do this in my classroom as well because if I see that the student is trying then I can hopefully help them in he future move toward the correct answer. 
This is a great article. I run into adults today who when I say I am going to teach math they say "ooh why? Math was alway so hard." And I can admit at times my response it "but it's so easy." Which obviously isn't the greatest response to that. However, they react the same way the article describes, by claiming they aren't "math people" and didn't get it. But every one can learn math (can learn anything for that matter).