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How many times have you prepared an updated or new dynamic math or science PowerPoint or Keynote presentation for class and it would not open in school? Also, how many times has it happened to your students when it's time to give a class presentation? Now you need to postpone their presentation to another day, disrupting even the best planning.

From the abstract (full text requires subscription or purchase): "Though cooperative learning has been a topic of considerable interest in educational research, there has been little study specific to learning in the mathematics content area of geometry. This paper seeks to address that gap through a design experiment featuring a novel small-group computing environment for supporting student learning about quadrilaterals. In this design, each student controls a unique point in a shared geometric space, and those points are linked such that a group of four students collectively forms a quadrilateral. We first present results from pre- and post-measures to show how the students learned from the activities and developed in terms of geometric reasoning. We then present three episodes, elaborated with the notion of appropriation, to explain how students took up ways of using the technological tools and of talking about geometric concepts from one another in the interactive environment. Our study found that students achieved learning gains in this novel environment, that the environment provided rich opportunities for peer interaction around geometric objects, and that student learning opportunities and interactions were characterized by processes of appropriating ways of talking about and using software features."

"Curiosity is the "complex feeling and cognition that accompanies a desire to learn what is unknown," according to Min Jeong Kang and fellow researchers in a 2009 study. Neurological research here focused on, among other areas, the difference in neural activity when answers are presented, and when questions are presented for both high-curiosity and low-curiosity questions."

With Glean PEMDAS (Please Excuse My Dear Aunt Sally), we present a math learning environment to help teachers extend students' understanding of order of operations concepts.

With Glean PEMDAS (Please Excuse My Dear Aunt Sally), we present a math learning environment to help teachers extend students' understanding of order of operations concepts. Glean PEMDAS can be used to introduce Order of Operations, and is best applied to critical inquiry about application of order.

This is a great YouTube channel with a range of recorded maths lessons aimed at 11-18 year olds. Watch as lessons expertly presented about areas of sectors, probability, simultaneous equations and much more. Check out @mathschallenge for daily maths questions to try out in your class. http://ictmagic.wikispaces.com/Maths

Abstract: "n this study we explored the impact of performing mathematical tasks presented in the context of an "adventure challenge" or a "mathematical challenge" in a videogame. This videogame - "Matemáquina do Tempo" - is being developed to facilitate learning of mathematical skills like counting, grouping, and relating numbers. The videogame consists in various movement control tasks with dynamic (e.g., running) and static (e.g., pointing) interactions. Our goal was to test the impact of the integration of a direct mathematical task versus an indirect mathematical task. A group of 18 five year-old children performed the game in two conditions: a) adventure challenge , which implied movements such as running or climbing trees to perform mathematical tasks of counting and grouping; and b) mathematical challenge , which included swimming after selecting the correct path through counting, followed by a direct mathematical task of pointing to organize numbers in a line. Our assumptions were evaluated according to questionnaires and video analysis of the children playing the game. Results confirmed our hypothesis, showing that players performing the mathematical challenge generally considered that they were learning with the game, and most agreeing that the game was fun. Participants in the adventure challenge condition on the other hand, showed a tendency to evaluate the game as very amusing and were more distributed in the learning evaluation. In conclusion, we suggest that the inclusion of direct mathematical tasks in the videogame might lead to increased perception of learning, although they also seem to result in lower amusement ratings."

Each day of the school year I present my students with an estimation challenge. I love helping my students improve both their number sense and problem solving skills. I'd like to share the estimation challenges with you and your students. Here's a handout for your students. Happy Estimating!

CK-12 Foundation's Basic Algebra, Volume 1 Of 2 FlexBook covers the following six chapters:Expressions, Equations, and Functions - covers the relationships among expressions, equations, and functions when variables are present. Also explored is how these ideas can be shown on graphs. Properties of Real Numbers - covers various forms that rational numbers can assume, including fractions, integers, and square roots. Also considered are different operations for manipulating rational numbers. Linear Equations - introduces students to methods of solving simple equations involving variables. Also covered are ratios, scale, and the percent equation. Graphing Linear Equations and Functions - provides students with a more in-depth understanding of equations by introducing coordinate plane graphing concepts such as intercepts and slope. Writing Linear Equations - focuses on writing various forms of equations based upon real-world data and already existing lines. Students will also learn about predicting data using a fitted line. Linear Inequalities and Absolute Value; An Introduction to Probability - covers operations of inequalities, including addition, subtraction, multiplication and division. These principles are then applied to absolute value and probability.

Collection of movie clips involving Mathematics.

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maths can be seen every where including movies good one

"This Issue Brief examines 8th-grade achievement in reading, mathematics, and science for language minority students (i.e., those from homes in which the primary language was one other than English) who began kindergarten in the 1998-99 school year. Data come from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K), which tracked the educational experiences of a nationally representative sample of children who were in kindergarten in the 1998-99 school year. The analyses present a picture of students' achievement at the end of the study by focusing on students' scores on the standardized assessments that were administered in the spring of 2007, when most students were in grade 8. Students are categorized into four groups according to language background and English language proficiency. Additionally, assessment scores are reported by three background characteristics-students' race/ethnicity, poverty status, and mother's education-that have been found to be related to achievement."

"Complicated mathematics presented in a generally understandable way Examples from everyday life are mathematized Many examples presented with a good sense of humor Small riddles and conjuring tricks garantee an entertaining reading Imagine that you've finally found a parking space after a long and harrowing search, but are now encountering some difficulty in trying to enter this space."

LOGIN: http://tinyurl.com/math20event Mind the Daylight Saving Time! Geoff Roulet and Jill Lazarus will discuss their use of wikis, GeoGebra and Jing with students, and invite participants for an extended DIY exploration. More details concerning the software required are below. All events in the Math Future weekly series: http://mathfuture.wikispaces.com/events The recording will be at: http://mathfuture.wikispaces.com/SupportingCollaborativeMath Your time zone: http://bit.ly/z69yzS About Blended Mathematical Collaboration using a Wiki, GeoGebra and Jing This discussion centers on the use of computer tools in a high school class. The goal was to develop a "math-talk learning community" to establish mathematics communication and collaboration as a classroom norm. In support of this we have combined the use of a wiki, GeoGebra, and Jing. We would like to invite educators who have experience with wikis, GeoGebra and screencasts, or who would like to learn more, to discuss our project and share their ideas. Event Hosts Geoff is the skipper of and Jill a crew member on Jeannie, a J35 racing yacht. When not sailing, they are mathematics educators. After graduate work at the University of Waterloo, Geoff Roulet began teaching mathematics, computer science, and chemistry at Roland Michener Secondary School in Timmins, northern Ontario. In the late 1970s, when personal computers for computer science were placed in the back of his classroom, Geoff began using these to support student learning in mathematics. Since then he has been involved in ICT use in teaching and learning at all grades and in all subjects, but with a particular focus on mathematics. Teaching was followed by a short spell of curriculum development and support work with the Ontario Ministry of Education and then in 1990 a move to the Faculty of Education, Queen's University at Kingston. Along the way Geoff completed M.Ed. and D.Ed. degrees at the Ontario Institute for Studies

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

This is a great interactive flash presentation how making and reading pie charts. http://ictmagic.wikispaces.com/Maths

I'm no slouch at maths, but this site has taught me lots. See videos of maths theories at the forefront of research presented in an understandable way. http://ictmagic.wikispaces.com/Maths

"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."

"a weekly activity for students of grades 8 to 12 and post-secondary students. The activities are something beyond classroom traditional in-class and curriculum-based learning. Presentations by Circle members or by invited mathematicians and scientists, discussion about specific topics and solving math problems, puzzles and games; review math/science history and preparation for maths contests and Olympiads are the main activities in the GMC."

Abstract: "The purpose of this chapter is to provide pedagogical strategies and discuss ideas about teaching mathematics using GeoGebra that promote effective use of visualization in a technology-integrated dynamic environment. The author describes his work with prospective secondary mathematics teachers enrolled in a methods course. The results of the study revealed that their perspectives on teaching and learning mathematics with technology were enriched as they worked individually and in small groups to develop and present lessons with GeoGebra, suggesting that creating a collaborative environment for our prospective teachers is as important as incorporating dynamic mathematics software into our teacher education courses." (Full text requires subscription or purchase)

Cambridge presentation showcasing 11 resources from the ICTmagic website. http://ictmagic.wikispaces.com/~CPD+Training

InBalance has been been developed by a team of European research and learning institutions.The purpose of the project is to support and develop adult tutors of numeracy and provide structured and engaging materials for learners of several abilities. InBalance is a realistic & systematic methodology based on the needs of individual learners & their practical everyday experiences.The InBalance website presents you with a European Numeracy Framework. It describes in detail European levels of competence in numeracy relating to real life situations. There is also a bank of learning materials & an assessment tool for you to use with your own learners; and an exercise maker which will assist you to create your own learning materials.