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A 'must try' vast site with a irresistible bounty of downloadable and printable resources for across the curriculum that you will come to treasure. http://ictmagic.wikispaces.com/Cross+Curricular

An overview of online course offerings with an emphasis on data and statistics

"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. "

"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."

In contrast to the digital footprint you use for your personal learning network, this focus is on the online digital footprint students' use in your science or math classroom. The power of a well designed digital footprint brings the capacity to transform a classroom into an online learning community. Within this community your students use digital tools to create and develop a personal learning network.

A 10 part series by Professor Marcus du Satuoy, University of Oxford, "argues that mathematics is the driving force behind modern science. Ten fifteen minute podcasts that reveal the personalities behind the calculations from Newton to the present day. How do these masters of abstraction find a role in the real world?"

LiveBinders is a free web 2.0 tool which offers educators the ability to save and organize materials for any class. One advantage of this online service the capability to update a binder anywhere an educator has internet access.

from the abstract: "Mathematics is now at a remarkable in exion point, with new technology radically extending the power and limits of individuals. Crowd- sourcing pulls together diverse experts to solve problems; symbolic computation tackles huge routine calculations; and computers check proofs too long and complicated for humans to comprehend. The Study of Mathematical Practice is an emerging interdisciplinary eld which draws on philoso- phy and social science to understand how mathematics is produced. Online mathematical activity provides a novel and rich source of data for empirical investigation of mathematical practice - for example the community question-answering system mathover ow contains around 40,000 mathe- matical conversations, and polymath collaborations provide transcripts of the process of discovering proofs. Our preliminary investigations have demonstrated the importance of \soft" aspects such as analogy and creativity, alongside deduction and proof, in the production of mathematics, and have given us new ways to think about the roles of people and machines in creating new mathematical knowledge. We discuss further investigation of these resources and what it might reveal. Crowdsourced mathematical activity is an example of a \social machine", a new paradigm, identi- ed by Berners-Lee, for viewing a combination of people and computers as a single problem-solving entity, and the subject of major international research endeavours. We outline a future research agenda for mathematics social machines, a combination of people, computers, and mathematical archives to create and apply mathematics, with the potential to change the way people do mathe- matics, and to transform the reach, pace, and impact of mathematics research."

Criticism of technology in math and science education, particularly asserts studies that outline benefits of tools either lack rigor or are effectively marketing for such resources.

Conceived by Mathematica creator and scientist Stephen Wolfram as a way to bring computational exploration to the widest possible audience, the Wolfram Demonstrations Project is an open-code resource that uses dynamic computation to illuminate concepts in science, technology, mathematics, art, finance, and a remarkable range of other fields.\n\nIts daily-growing collection of interactive illustrations is created by Mathematica users from around the world, who participate by contributing innovative Demonstrations.

"This is a resource page for anyone who is interested in research in mathematics education." (Facebook)

Growing open educational resources platform featuring online texts in maths and physics (so far!)

"Move the World, a workshop first tried out at Gymnasium Delbrück (a high school) that leveraged math and virtual worlds to increase high school juniors' interest in computer science."

Press release announcing new math learning product, accessible in the Apps store, and successful funding initiative

Discussion of Alleyoop, Pearson Edcuation's app to help high school students reach college competence in math and science

Design Zone, at Franklin Institute in Philadelphia through April 1, introduces children to creative challenges at intersection of math engineering and science.

Report from AAAS on program to recruit new generation of math and science teachers

"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."

Response to one of Britain's education advisers arguing for compulsory math courses that outlines the usefulness and enjoyment of math

Abstract: "This research seeks to look into the design process that promotes the development of an educational computer game that supports teaching and learning processes. The research specifically looks at the design of an educational computer game for teaching and learning of the topic of functions. The topic is essential in the teaching and learning of Mathematics courses such as Discrete Mathematics, Real Analysis and Calculus among others at Jomo Kenyatta University of Agriculture and Technology (JKUAT) Kenya. The computer game was developed using the Basic Unified process (BUP) which is a streamlined version of the rational unified process (RUP). This is an object oriented methodology mostly used for small projects with few end users. Due to the few numbers of end users we used interview method of data collection to gather requirements for the computer game. A paper prototype was used to validate the requirements. Use cases were used for both analysis and design of the game while Class diagrams and activity diagrams were purely used for the design of the game. Owens' six top level design anatomy aided in the design of the computer game. The overall computer game design was based on Crawfords' computer game design sequence model. The well designed and developed game met all its user requirements and was able to facilitate the teaching and learning of functions to Bachelor of Science in Mathematics and Computer Science students who were taking Discrete mathematics in their first year of study at JKUATs' Taita/Taveta campus. Development of heuristics for measuring interest, fun and motivation are recommendations given to aid in the evaluation of user satisfaction of educational computer games."