Group items tagged

Math forum for tech tools, lessons and more. Use search bars to specify grade, topic and tech of choice. Found on diigo in education, looks quite useful!

Review of free site for math educators which includes time-saving features aiding in assignment and student help, also adhering to Common Core standards.

Among the awardees, "The Monterey Institute of Technology and Education for NROC Developmental Math, a program to help financially disadvantaged students pass developmental math courses before starting college math courses;"

Well-sorted tools with brief descriptions. Great for introducing newbies to the subject, but experienced people will like the summary, as well.

"Technology has inevitably been inserted to nearly all aspects of our lives today. First and foremost, the use of computerised cash registers have been around for a few decades now. Trying to remember cash registers which operated without a digital display might be nearly impossible. The generation which might be able to do so has been replaced with a new generation who depend on technology to a large degree. The dependence on new technology is starting to 'show signs' of the effect of converting from our analogue counterparts. Below is an example that I recently experienced the effect of technology in a transaction at a doughnut shop."

"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!"

"Students learn mathematic skills and concepts best when there is a learning atmosphere of fun and connection. Gisele Glosser at Math Goodies knows this and has developed Math Mania Competition so you can coach your class to victory in the worldwide Math Mania Competition!"

virtual manipulative

9-12

"June 23 marks the 100th birthday of Alan Turing. If I had to name five people whose personal efforts led to the defeat of Nazi Germany, the English mathematician would surely be on my list."

A five-year NSF backed study suggests early interventions in teaching and learning

Sending this on to the UMIGO group - we are involving parents of low-income kids with tech&math...

A US Federal Appeals Court rejects software patents unless "if the math in question complicated enough that "as a practical matter, the use of a computer is required" to perform the calculations"

A systematic search of the research literature from 1996 through July 2008 identified more than a thousand empirical studies of online learning. Analysts screened these studies to find those that (a) contrasted an online to a face-to-face condition, (b) measured student learning outcomes, (c) used a rigorous research design, and (d) provided adequate information to calculate an effect size. As a result of this screening, 51 independent effects were identified that could be subjected to meta-analysis. The meta-analysis found that, on average, students in online learning conditions performed better than those receiving face-to-face instruction. The difference between student outcomes for online and face-to-face classes-measured as the difference between treatment and control means, divided by the pooled standard deviation-was larger in those studies contrasting conditions that blended elements of online and face-to-face instruction with conditions taught entirely face-to-face. Analysts noted that these blended conditions often included additional learning time and instructional elements not received by students in control conditions. This finding suggests that the positive effects associated with blended learning should not be attributed to the media, per se. An unexpected finding was the small number of rigorous published studies contrasting online and face-to-face learning conditions for K-12 students. In light of this small corpus, caution is required in generalizing to the K-12 population because the results are derived for the most part from studies in other settings (e.g., medical training, higher education). ix

A systematic search of the research literature from 1996 through July 2008 identified more than a thousand empirical studies of online learning. Analysts screened these studies to find those that (a) contrasted an online to a face-to-face condition, (b) measured student learning outcomes, (c) used a rigorous research design, and (d) provided adequate information to calculate an effect size. As a result of this screening, 51 independent effects were identified that could be subjected to meta-analysis. ***The meta-analysis found that, on average, students in online learning conditions performed better than those receiving face-to-face instruction.*** The difference between student outcomes for online and face-to-face classes-measured as the difference between treatment and control means, divided by the pooled standard deviation-was larger in those studies contrasting conditions that blended elements of online and face-to-face instruction with conditions taught entirely face-to-face. Analysts noted that these blended conditions often included additional learning time and instructional elements not received by students in control conditions. This finding suggests that the positive effects associated with blended learning should not be attributed to the media, per se. An unexpected finding was the small number of rigorous published studies contrasting online and face-to-face learning conditions for K-12 students. In light of this small corpus, caution is required in generalizing to the K-12 population because the results are derived for the most part from studies in other settings (e.g., medical training, higher education). ix