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Description of a University of Queensland study involving 36 infants, half 15 months and half 18 months. Tests with counting videos suggests that the 18 month old children have a grasp of counting rules before they can count (for example, understanding that objects can be counted only once." Further research using brain imaging is suggested.

Thanks - this will be useful for my "Math-rich baby" online class!

Information about participating in the Sustainability Count! Energy Challenge in celebration of Mathematics Awareness Month.

Over the last ten months since I launched iPadApps4School.com I have reviewed a lot of mathematics apps that are appropriate for elementary school students. These are the ten that have been the most popular over the last ten months (based on total clicks and shares through social media).

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From the abstract (full text requires subscription): "Many organisms can predict future events from the statistics of past experience, but humans also excel at making predictions by pure reasoning: integrating multiple sources of information, guided by abstract knowledge, to form rational expectations about novel situations, never directly experienced. Here, we show that this reasoning is surprisingly rich, powerful, and coherent even in preverbal infants. When 12-month-old infants view complex displays of multiple moving objects, they form time-varying expectations about future events that are a systematic and rational function of several stimulus variables. Infants' looking times are consistent with a Bayesian ideal observer embodying abstract principles of object motion. The model explains infants' statistical expectations and classic qualitative findings about object cognition in younger babies, not originally viewed as probabilistic inferences."

A collection of resources, noting that the theme this year is mathematics of sustainability

This is a virtual maths board game where you have to keep track on how much money you have to deposit at the end of the month. http://ictmagic.wikispaces.com/Maths

A social economic game where you are presented with lots of financial challenge. Can you make it to the end of the month? http://ictmagic.wikispaces.com/Maths

Does a starter or warmup for each day of every month - FREE!!!  AWESOME!

The NRICH Project aims to enrich the mathematical experiences of all learners. To support this aim, members of the NRICH team work in a wide range of capacities, including providing professional development for teachers wishing to embed rich mathematical tasks into everyday classroom practice. More information on many of our other activities can be found here. On our website you will find thousands of our free mathematics enrichment materials (problems, articles and games) for teachers and learners from ages 5 to 19 years. All the resources are designed to develop subject knowledge, problem-solving and mathematical thinking skills. The website is updated with new material on the first day of every month. For guidance on how to find the right resources for you, go to the Help section of the site.

Math teacher and researcher Tom O'Brien offers resources and activities through this site, with planned updates each month to add more materials. These include books published by the UK's Association of Teachers of Mathematics--some out of print --now downloadable and available for purchase. Excerpts from the e-books are available free, as well as three articles by O'Brien and colleagues. O'Brien recommends software as well, some of which is available free of charge.

Math Central is an Internet service for mathematics students and teachers. It is available in English, French, and Spanish. The site includes: * Resource Room: teaching resources and glossaries * Quandaries and Queries: ask a question or search and browse answers * Mathematics with a Human Face: biographies and career information * Teachers' Bulletin Board: conferences, organizations, newsletters and periodicals * Outreach Activities: Canadian educational outreach opportunities * Math Beyond School: articles addressing "where will I ever use this?" * Problem of the Month: see a new problem in September

"The open repository of interactive high school lesson video modules sponsored by MIT's Learning International Networks Consortium (LINC) has unveiled an updated website. Every lesson, filmed in high school classrooms from Brooklyn to Beirut to Bangalore, is still a complete resource that includes video segments, a teacher's guide, downloadable hand-outs, and a list of additional online resources relevant to the topic. Since first appearing in these pages six months ago, the library of videos has grown to over 50 math and science lessons, all freely available to teachers as streaming video, Internet downloads, DVDs, and videotapes."

"I began my personal journey into the world of Cubing when I was attending Regis University in Denver, Colorado in 2009. My senior thesis project involved devising a cryptosystem using the Rubik's Cube to encode and decode messages. Although my involvement with the Rubik's Cube waned post-graduation, it was rekindled shortly after I became a secondary teacher of mathematics in 2014. I had several Rubik's Cubes in my possession from my college days and these decorated the shelves in my classroom. I recall these puzzles catching the eyes of many curious pupils. After months of traditional curriculum presentation, I determined that my students were in need of a novel lesson, one that would ignite a passion for problem-solving. This lesson would involve the colourful and alluring hexahedron puzzle on my desk: the Rubik's Cube."

"Late last month, Curtis Cooper of the University of Central Missouri moved one small step closer to Euclid's infinity, when he announced that 257,885,161-1 is prime. This is now the largest known prime number, eclipsing the previous record-holder, which had been discovered at UCLA in 2008. The new number has 17,425,170 digits-just writing them down makes for a 22.45-megabyte text file. The UCLA number had knocked an earlier number of Cooper's, from 2006, out of the record books. "

University of Delaware researchers find: "Even [when their children are] as young as 22 months, American parents draw boys' attention to numerical concepts far more often than girls'. Indeed, parents speak to boys about number concepts twice as often as they do girls. For cardinal-numbers speech, in which a number is attached to an obvious noun reference - "Here are five raisins" or "Look at those two beds" - the difference was even larger. Mothers were three times more likely to use such formulations while talking to boys."