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"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. "

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

"This National report examines the way in which teaching, learning and assessment is conceptualised in Welsh policy for early years science and mathematics, and the role for creativity. This report is one of 13 European national policy reports that are contributing to the Creative Little Scientist Project deliverable (D3.2 Report on Mapping and Comparing Recorded Practices) mapping and comparing policy approaches across Europe. In order to map the key messages in Welsh policy, as well as allow comparisons with other nations, this report draws upon a survey instrument used to rate the extent to which certain approaches, and the role of creativity is emphasised across relevant policy documents in this area. In the case of Wales, this was largely based upon the Framework for Children's Learning for 3 to 7 year olds in Wales, Play/Active Learning: overview for 3 to 7 year olds, the National Curriculum documents for Key Stage 2, associated assessment documents and inspection reports. "

LOGIN Wednesday February 15 at 3pm Eastern US time: http://tinyurl.com/math20event During the event, Dr. Keith Still of SaferCrowds.com will introduce his Crowd Sciences work and explain the relevance of mathematics in it: "If you don't do the maths, you could end up in court on a manslaughter charge!" All events in the Math Future weekly series: http://mathfuture.wikispaces.com/events The recording will be at http://mathfuture.wikispaces.com/CrowdSciences Pose questions and comments for Keith before the event Math Future wiki: http://mathfuture.wikispaces.com/message/list/CrowdSciences LinkedIn group: http://www.linkedin.com/groupItem?view=&gid=33207&type=member&item=94871153&qid=b29a6dbc-6474-425f-865a-b319bd33dcb9 Email group: http://groups.google.com/group/mathfuture/browse_thread/thread/931328aab6d87b03 How to join Follow this link at the time of the event: http://tinyurl.com/math20event Wednesday, February 15 2012 we will meet online at noon Pacific, 3 pm Eastern time. WorldClock for your time zone. Click "OK" and "Accept" several times as your browser installs the software. When you see Session Log-In, enter your name and click the "Login" button If this is your first time, come a few minutes earlier to check out the technology. Crowd Modelling + Crowd Monitoring + Crowd Management = Safer Crowds Crowd Modelling is the scientific approach to the development of safe, robust, crowd management plans. This can be achieved without the need for expensive, complex, time consuming computer simulations. In simple terms Crowd Modelling is understanding how, where, when and why crowds arrive, move around and leave an events/venues. The majority of this can be accomplished using tried, tested and simple to apply methodologies. "Keith Still is what I term an intuitive mathematician. He is one of the most creative and original thinkers that I know. He adds drive and determination, as well as considerable intellectual power to any group of which h

(abstract only, full text requires subscription or purchase) "We analyze the logs of an online mathematics game tournament, played simultaneously by thousands of students. Nearly 10,000 students, coming from 356 schools from all regions in Chile, registered to the fourth tournament instance. The children play in teams of 12 students from the same class, and send their personal bets to a central server every 2 minutes. Each competition lasts about one clock hour and takes place within school hours. Students are pre-registered and trained by their school teacher. The teacher is responsible for reviewing curriculum contents useful for improving performance at the game and coaches students participating in trial tournaments taking place a few weeks before the national tournament. All bets are recorded in a database that enables us to analyze later the sequence of bets made by each student. Using cluster analysis with this information, we have identified three types of players, each with a well-defined strategy. "

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

Current reforms in mathematics education emphasise the need for pedagogy because it offers learners opportunities to develop their proficiency with complex high-level cognitive processes. One has always associated the ability to make mathematical connections, together with the teacher's role in teaching them, with deep mathematical understanding. This article examines the nature and quality of the mathematical connections that the teachers' representations of those connections enabled or constrained. The researchers made video recordings of four Grade 11 teachers as they taught a series of five lessons on algebra-related topics. The results showed that the teachers' representations of mathematical connections were either faulty or superficial in most cases. It compromised the learners' opportunities for making meaningful mathematical connections. The researchers concluded by suggesting that helping teachers to build their representation repertoires could increase the effectiveness of their instructional practices.

LOG IN January 24th 9pm ET: http://tinyurl.com/MathFutureEvent Music and mathematics have been linked together for thousands of years, but rarely have students had the opportunity to explore the many connections that exist between them. To try to fill this gap, Mike Thayer of Hyperbolic Guitars is developing a course. At the event, we will discuss the course outline, as well as math and music links in general. All events in the Math Future weekly series: http://mathfuture.wikispaces.com/events The recording will be at http://mathfuture.wikispaces.com/HyperbolicGuitarsCourse Event challenge! Help Mike find a resource - a web page, a video, a music piece - to go with one of the topics in the course outline. Full syllabus and details of the outline: http://hyperbolicguitars.wikispaces.com/Math+%26+Music+Course Major topics: What is sound, anyway? The physics of waves The mathematics of waves Resonance Elasticity The generation of sound by "simple" systems The vibrating string The vibrating rod The vibrating plate (e.g., drumhead or cymbal) Open and closed pipes The Helmholtz resonator (--> the vocal chords) White noise, pink noise The concept of "timbre" The perception of sound Human listeners Other "listeners": Digital recording The interaction between the generator and the listener: the science of acoustics What makes sound become music? What does a listener "listen for" in music? Basics of music and musical notation: Musical descriptions Basics of music: Psycho-physical (auditory) descriptions What makes sound "musical" (

Join Rushton Hurley and Corinne Takara of Next Vista in this discussion of math video projects, video quality and the recent video contest. All events in the Math Future weekly series: http://mathfuture.wikispaces.com/events The recording will be at http://mathfuture.wikispaces.com/NextVista

LOG IN February 22, 2012 at 2pm Eastern US time: http://tinyurl.com/math20event During the event, John Mason will lead a conversation about multiplication as scaling, and answer questions about his books, projects and communities. All events in the Math Future weekly series: http://mathfuture.wikispaces.com/events The recording will be at: http://mathfuture.wikispaces.com/JohnMason Your time zone: http://bit.ly/wQYN1Y Event challenge! What good multiplication tasks about scaling do you know? Share links and thoughts! John writes about elastic multiplication: "It is often said that 'multiplication is repeated addition' when what is meant is that 'repeated addition is an instance of multiplication'. I have been developing some tasks which present 'scaling as multiplication' based around familiarity with elastic bands. Participants would benefit from having an elastic (rubber) band to hand which they have cut so as to make a strip; wider is better than thinner if you have a choice." About John Mason John Mason has been teaching mathematics ever since he was asked to tutor a fellow student when he was fifteen. In college he was at first unofficial tutor, then later an official tutor for mathematics students in the years behind him, while tutoring school students as well. After a BSc at Trinity College, Toronto in Mathematics, and an MSc at Massey College, Toronto, he went to Madison Wisconsin where he encountered Polya's film 'Let Us Teach Guessing', and completed a PhD in Combinatorial Geometry. The film released a style of teaching he had experienced at high school from his mathematics teacher Geoff Steel, and his teaching changed overnight. His first appointment was at the Open University, which involved among other things the design and implementation of the first mathematics summer school (5000 students over 11 weeks on three sites in parallel). He called upon his experience of being taught, to institute active-problem-solving sessions, w

In this lesson, students learn how to measure the area of the tire footprint on a car and to find air pressure using a tire gauge. Students then find the weight of the car using their fraction multiplication skills. Learning Objectives   Students will: Estimate weight of a large object Use a ruler and a tire gauge to take measurements Collect and record data Review square units of measure Calculate area by multiplying fractions Materials   Strips of poster board Ruler Tire gauge How Much Does a Car Weigh? Activity Sheet Computer with internet connection Car Instructional Plan In preparation for this lesson, place a car in a safe lcation for the students to measure the tire footprints and pressure. In case of bad weather, find a covered location. Be sure to measure the tire footprint and the pressure (in PSI) of each tire ahead of time, so that you will be able check the accuracy of students' measurements. Also, check the accuracy of your calculation by comparing to it to the weight of the car listed on the sticker inside the driver's door or in the vehicle manual. By the end of the day, data may change because air has leaked out of the tires while students were using the tire gauge. For safety, check the tires before driving home.

"Stacey Roshan is using an approach dubbed by her students as the "backwards classroom."... The students watch pre-recorded lectures the night before the class, when homework problems are traditionally done, then spend the time in class getting answers to questions, working on additional problems with partners, and getting one-on-one assistance from the teacher. No more lectures in class." from The Backwards Class, by Dian Schaffhauser, THE Journal, 02/02/11

Play these online or on the Wii

The website says: "THE Place For Educational Games!Our research-based and standards-aligned free educational math games and language arts games will engage, motivate, and help teach students. Click a button below to play our free multi-player and single-player games! In the future we'll add features enabling you to save records, tailor content for differentiated instruction, and pinpoint student problem areas." I think using the games in conjunction with a holistic approach to developing skills would make for a great way of getting students to practices some skills. Let students play, set goals, monitor those goals, reflect on their progress, and apply strategies/heuristics to specific problems they struggle with would create an environment in the classroom where learning was fun, self-monitored, and successful. 

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"I love patterns, diagrams and pictures. Ask me to record information and it gets plastered over a page in bubbles, a mind map or random boxes. I'm not particularly artistic but I find I like to store information in this way. Even with telephone numbers - I remember the pattern the digits make, not the number itself."

"PBS LearningMedia is a free digital media resource designed to support curriculum-based teaching and learning from for Pre-K through 12th grade. The service offers video clips, audio recordings, photographs, interactive games, primary source documents, and more. For access to PBS LearningMedia's library, register today - it's free!"

Live recording of a webinar presented in August 2012 by Sarah DeLeeuw and Patrick Vennebush from the National Council of Teachers of Mathematics

by Penta, Michael K., M.S., UNIVERSITY OF MASSACHUSETTS LOWELL, 2011, 83 pages; 1507796 Abstract record for a thesis completed in December 2011, fulltext requires subscription or purchase. A news story on the departmental blog http://blog.uml.edu/cs/2011/12/penta_ms_video_games_for_math_learning.html describes the kinds of games involved, the participants and the results.

This is the second part of a three part series focusing on tips and tricks for podcasting.

Like everything dealing with education technology in the classroom there are always tricks and tips to ensure success - this includes Podcasting!