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I Speak Math is an sidea-filled and informative blog from a math teacher currently at a project-based private school in North Carolina. Posts are updated often and include pictures of classroom projects along with links to resources used. Examples include a kinesthetic box and whisk-ers plot activity, foldables for functions and graphing, and reflections upon students grading their own tests. Explore the site further by viewing top posts through the link on the side bar. Search the site using the search box on the top of the page. Most posts include several tags. Click on a tag to find other posts with the same topic or click on popular tags located in the tag cloud on the side bar.

I wish we could add tags to other people's items without overwriting their authorship!

Steven, you shared a link and I wanted to add a tag to it. However, Diigo does not have a separate "add tag" function. The only way to add a new tag is to share the same link to the group, again. However, it overrides the author - now the link says "Shared by Maria Droujkova" even though you linked it first. I hope it makes sense. We discussed it with Darren when I first started to use Diigo Groups: http://groups.diigo.com/group/math-links/content/can-you-add-tags-to-other-people-s-bookmarks-959243

Hi Maria, thank you for the clarification. I now understand your first comment.

The main objective of the Intergeo Project is to make digital content for mathematics teaching in Europe more accessible, usable and exploitable. Intergeo will... * offer content in a searchable and metadata-tagged portal. * enable users to use their software of choice by specifying a common file format based on open standards. * test available material in the classroom. All stakeholders, software teams, resource authors, teachers and learners will be involved, in order to promote quality enhancement cycles.

The main objective of the Intergeo Project is to make digital content for mathematics teaching in Europe more accessible, usable and exploitable. Intergeo will... * offer content in a searchable and metadata-tagged portal. * enable users to use their software of choice by specifying a common file format based on open standards. * test available material in the classroom. All stakeholders, software teams, resource authors, teachers and learners will be involved, in order to promote quality enhancement cycles.

CK-12 Foundation's Trigonometry FlexBook is an introduction to trigonometry for the high school student. Topics include: Trigonometric Identities & Equations, Circular Functions, and Polar Equations & Complex Numbers.

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.

An interactive White Board (IWB) or SMART Board has the potential to deliver content better than traditional methods of teaching. Why? Because it provides multi-media functional interaction across audio, video, and computer media. It is also ideal for visual, auditory, and kinesthetic learners. These qualities of an IWB also promote the dynamic delivery of content (if used to its full potential) in an engaging manner, which allows students to interact with science or math content their self. Examples include: * data manipulation * responding to data * even creating data So with all these attributes - "How are interactive white boards unsuccessfully used in science and math classrooms?" For the most part - not effectively!