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From the abstract: "The purpose of this study was to find out from current high school math teachers, of geometry specifically, what their views of technology are. The goal of the study was to ask these teachers which technologies they use and whether they believe technology has beneficial effects on student learning. Data was collected for the survey by asking teachers to take brief electronic surveys and conduct in-person interviews. All questions in both the survey and interviews were focused on the effects of technology that they see in their classrooms. The scope of the participants was restricted to Columbus, Ohio, and thus, generalizations for any classroom or any school building cannot be made. However, this study did find a consensus among the participants as to which technologies they felt were the most beneficial in their classrooms, as well as those that might not be needed at all in a classroom. The three technologies that these teachers claimed to be the most beneficial were SMART boards, TI-nspire calculators and Geometer's Sketchpad/GeoGebra. Again, this study cannot make solid conclusions, but it is safe to say that this study gives insight into teachers' viewpoints, which, in a sense, are more important than those of outside researchers. The teachers agreed on a few technologies that are the most beneficial and thus future studies should focus on really studying the effects of these technologies as well as focus on getting a wider range of teachers' opinions on this topic."

Survey questions from a study on why undergraduates don't persist with STEM majors

"The number of unfilled positions has been halved since the study's authors last explored the topic in 2006, but institutions surveyed during the 2011-12 academic year still reported they were unable to fill about one-quarter of their job openings. The study will appear in the April 2013 edition of the American Mathematical Society publication Notices."

The survey involved more than 600 "randomly selected mathematicians worldwide" and revealed that many mathematicians publish on arxiv.org, some on their personal websites, some publish in open access journals but disapprove of publishing fees, tenure and promotion influence publication, high awareness of publishing rights, little use of online collaboration tools

Survey of federal STEM education programs

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Strategies are provided for classroom integration, creating survey, and science or math activities.

"Do you have a favorite number?" asks maths writer Alex Bellos, starting an online survey

Abstract: "Why do people contribute content to communities of question- answering, such as Yahoo!Answers? We investigated this issue on MathOverflow, a site dedicated to research-level mathematics, in which users ask and answer questions. Math- Overflow is the first in a growing number of specialized Q&A sites using the Stack Exchange platform for scientific collab- oration. In this study we combine responses to a survey with collected data on posting behavior on the site. User behavior suggests that building reputation is an important incentive, even though users do not report this in the survey. Level of expertise affects users' reported motivation to help others, but does not affect the importance of reputation building. We discuss the implications for the design of communities to target and encourage more contributions."

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The number of college students who say they own tablets has more than tripled since a survey taken last year, according to new poll results released today.

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.

Wikis are the most popular Web 2.0 tool being used in science and math classrooms. Based on a survey of readers - 43 percent use them to support their teaching and student learning. A Wiki is appealing, encourages participation, supports collaboration, and promotes interaction by students who love to use technology. By the way - this includes most students today!

Census at School is an international classroom project that engages students in grades 4-12 in statistical problemsolving. Students complete a brief online survey, analyze their class census results, and compare their class with random samples of students in the United States and other countries.

"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. "

"The participants of this study were undergraduate students at a university in Western Canada. They were enrolled in a Secondary Mathematics methods course as part of their program. A total of 21 students (10 males and 11 females) in the class participated voluntarily, ranging from ages 20 to 45 years old. " Surveyed before and after they design math games for the classroom.

Abstract: "the researcher attempted to investigate how to better measure engagement and refine the measurement of engagement in this study. To frame the engagement, three domains of engagement - behavioral, cognitive, and emotional- are analyzed in detail to be able to examine the qualities of each type. Moreover, three game attributes -clear goals, immediate feedback, and balance between challenges and skills- are presented and discussed as fundamental features of virtual manipulatives and educational games used in this study to make an impact on students' engagement. To measure effects of educational games and virtual manipulatives on three domains of engagement, the researcher designed an engagement survey that examines each domain separately with their sub-domains. The Cronbach's alphas for engagement pre-test and post-test were found .89 and .91 respectively. In this pre-test and post-test quasi-experimental design, four fifth-grade classrooms (N=86) from four schools in southwest Virginia were assigned as three experimental groups and one control group. In the first experimental group, participants played an educational game called Candy Factory and in the second experimental group, the students played another educational game called Pearl Diver on iPod Touch for eight days consecutively, for 20 minutes each. In the third experimental group, participants performed activities with virtual manipulatives, whereas in the control group, participants did paper-and-pencil iii drills for the same duration. All of the groups studied on the same topic, fractions. According to the results of ANCOVA, experimental group students' engagement scores were found significantly higher than control group students', F(1,80)=11.568, p=.001. When three domains of engagement were analyzed, significant differences were found among all three domains between experimental and control groups. When the researcher conducted separate analysis for educational games group and vir

After an 11-year interval math still tops the overall poll, though results vary by gender, educational attainment and political ideology

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