Group items tagged

"the three major sections of the manual will be Fluency with Whole Numbers, Fluency with Fractions, and Particular Aspects of Geometry and Measurement. The Fluency with Whole Numbers section is further broken down into subcategories given the wealth of information for this area. The remaining two sections, Fluency with Fractions, and Particular Aspects of Geometry and Measurement are presented only as broad categories because the amount of available information is considerably limited relative to the whole number literature. Finally, two standard protocol interventions are presented as examples of comprehensive, evidence-based mathematics instruction that have been shown effective at increasing mathematics performance according to the Department of Education's What Works Clearinghouse."

"In this paper, we will describe work that we have done in this direction using as a test-bed an edu-game for number factorization, Prime Climb. This game includes a pedagogical agent that provides adaptive interventions during game playing based on a model of student learning [13, 18]. Here we focus on how we re-implemented the original Prime Climb game into a framework that enables rapid prototyping and testing of different design hypothesis. We also discuss preliminary work on using eye tracking data on user attention patterns to better understand if and how students process the agent‟s adaptive interventions." (from the introduction)

Using games to illustrate concepts in statistics

Describes Motion Math, an iPad game, shown in a study to improve 5th graders' facility with fractions

relationship between "puzzle-solving and mathematical skills"

From the abstract: :The first aim of this discussion is to suggest a framework for designing serious games based on game features in commercial games, opinions of fourth graders and their teachers, literary studies, contemporary learning theories, as well as successful and unsuccessful similar endeavours. The second part of this paper describes a concrete example of a maths game based on the proposed framework that implicitly tests math and collaboration skills. The game is made of three components: the game itself, a social network, and a teacher reporting tool. Despite a growing interest in GBL, some teachers are reluctant to use serious games in school. To increase usage of serious games as resource, it is important to equip teachers with information and address their concerns. The paper concludes with the idea that serious games need to be designed well in order to provide the immersion and collaborative active learning that most learning theories recommend."

"Math Quest is a role playing game that could be used as a tool to learn numbers and basic mathematic operations. The Math Quest package consists of two main modules; learning and game modules that can be executed separately. The use of the learning module as a tool in learning will allow for a highly individualized and interactive environment. This paper presents the design of the learning module for numbers and their mathematics operation. Due to its interactive and stimulating nature, the module is suitable for school children age 9 to 12 years old to learn the subject. The development takes into consideration of constructivism learning theories where learning is based on students' active participation in problem solving and critical thinking regarding activity that they are involved in. The framework for each of module is as follows: objectives, concept, examples, exercises, quizzes. A heuristic evaluation on the design was conducted and positive feedback was obtained."

"intrinsic approach to designing educational games" studied in experiments with Zombie Division to teach math to 7 and 11 year olds

Study of 6th graders in China using virtual Tangram puzzle to improve collaboration and learning of geometric concepts and problem-solving

Find over 800 different types of paper to print, including square and graph paper for maths, music manuscript paper and lots more. Not the most exciting site, but very useful. http://ictmagic.wikispaces.com/Cross+Curricular

Using the MathMind tutorial and observing advantages and disadvantages for students and teachers

(Self-directed-Learning) "SDL model for planning, managing, and directing the development of student progress when using the educational games while learning math."

"The aim of this article is to illustrate a pedagogical strategy originally introduced elsewhere [8, 9] of linking the application-oriented, computer-enabled experiential approach to K-12 mathematics with the applied, project-based approach to the teaching of university mathematics at the undergraduate level."

Includes a literature review, challenges and drawbacks, and the use of discussion boards, feedback and student response systems.

A pre-college bridge program using an assessment software is described, with some note of increased mentoring, tutoring availability and accommodations between first and second year implementation

Great lessons...Not just the worksheet, but also the plan, examples, practice problems, and homework.  They include challenge problems!

From the abstract: "The problem addressed by this study is the need to identify practical predictors of success for community college developmental mathematics students in online, hybrid and seated course delivery formats. This study examined two possible predictors of success, mathematics self-efficacy and technology self-efficacy, in the three delivery formats and how they related to performance on a final assessment. The study used a quantitative research design employing binomial logistic regression to determine if the independent variables (math self-efficacy and technology self-efficacy) were significant in predicting the outcome category (score on the final assessment dichotomized about the mean). Next linear regression analysis was used to build a predictor equation for a particular score on the outcome variable. A previously developed survey and an adapted version of another survey were combined to measure the independent variables; demographic factors were also measured for descriptive purposes. Binomial logistic regression analysis showed that math self-efficacy was a valid predictor of success for the developmental math students in this study but technology self-efficacy was not. Regression analysis produced a valid equation to predict standard score from average math selfefficacy score. When separated into groups according to course format, math self-efficacy was only a valid predictor for students in hybrid courses. The implications of these results are discussed and recommendations are made for further research."

Kristine Fowler, mathematics librarian at the University of Minnesota, shares results from a survey of mathematicians concerning how they want to be able to reuse their work, discusses alternatives to standard copyright contracts and urges scholars and institutions to be aware of not only their options but the rights they may cede in entering into publishing agreements.