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A workshop that took place February 14, 2011 to February 16, 2011, facilitating discussion of "what is important about journal publishing to mathematicians," just released its final report.

Khan explains the concept of the "flipped" classroom. 

Hungarian folk dance used to demonstrate computational sorting algorithms, from Sapientia Univeristy in Romania

This is highly awesome! Computer science concepts are fun to play with, and dance is a great way to share this one. Reminds me of a TRIZ method.

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

GeoGebra: Do the Math is a series of screencast tutorials for teachers and/or students. The tutorials were initiated as a project to support Maine math teachers in the integration of technology in the classroom. What is GeoGebra provides an overview of the program and its capabilities. Several tutorials present the program's menu options and tools in step-by-step format. Another group of tutorials provides examples of GeoGebra learning activities in major math content areas. These tutorials are intended as a visual supplement to printed guides and documentation. GeoGebra users can find a wealth of guidance and examples at www.geogebra.org. A web search such as "GeoGebra Pythagorean Theorem" will yield hundreds of additional articles, examples, and applets.

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k-12 math help and lessons.

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).

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Joel David Hamkins, a professor of Mathematics at CUNY, describes his day teaching graph theory to his daughter's third grade class starting with the Euler characteristic and connected planar graphs tested on a variety of combinations and shapes.

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