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A platform combining a searchable database of the "Jahrbuch �ber die Fortschritte der Mathematik" (1868-1942) and digitized mathematical publications from the Digital Library Göttingen. Cannot tell if the project is active or being updated at the moment.

"What if I were to tell you that Angry Birds had been surpassed in the App Store - by a game that involves solving algebra equations? Because that's what DragonBox did."

Eliminating math misconceptions is difficult and merely repeating a lesson or extra practice will not help. Telling students were they are mistaken will not work either. Recognizing student misconceptions and immediately focusing on the misconception is important. Providing guiding questions using inductive reasoning is the best approach, along with the use of writing prompts which help reveal further student misconceptions.

A volume edited by Mircea Pitici, including such contributions as "why Freeman Dyson thinks some mathematicians are birds while others are frogs; why Keith Devlin believes there's more to mathematics than proof; what Nick Paumgarten has to say about the timing patterns of New York City's traffic lights (and why jaywalking is the most mathematically efficient way to cross Sixty-sixth Street); what Samuel Arbesman can tell us about the epidemiology of the undead in zombie flicks."

Let's give students learning tasks that tell them, "You can be as smart as you want to be." Great article on changing the mindset of American mathematics students from smart kid.s are smart rather than smart kids work hard to be smart. 

A good maths game where players fly a spaceship through a time tunnel, collecting fuel as you go. Set a clock to the correct time to go to the next stage. There are four different levels of time-telling ability. http://ictmagic.wikispaces.com/maths

A well made maths resource with three different activities for teaching how to tell the time. http://ictmagic.wikispaces.com/Maths

Can a staytistical analysis tell us if fraud was committed in the election?

Numbers can't "talk," but they can tell you as much as your human sources can. But just like with human sources, you have to ask! So what should you ask a number? Well, mathematicians have developed an entire field - statistics - dedicated to getting answers out of numbers. Now, you don't have to have a degree in statistics in order to conduct an effective "interview" with your data. But you do need to know a few basics. Here, described in plain English, are some basic concepts in statistics that every writer should know...

"In Math on Trial, mathematicians Leila Schneps and Coralie Colmez tell the story of ten criminal trials in which mathematical arguments were used-and disastrously misused-as evidence. Using a wide range of examples, from the Dreyfus Affair to the Amanda Knox murder trial, they show how the improper application of mathematical concepts can mean the difference between walking free and life in prison. A colorful narrative of mathematical abuse featuring such characters as Charles Ponzi, Alfred Dreyfus, and Oliver Wendell Holmes, Math on Trial shows that legal expertise isn't always enough to prove a person innocent."

From the abstract: "ew innovations by math- ematicians themselves are starting to harness the power of social computation to create new modes of mathematical production. We study the effectiveness of one such system, and make proposals for enhancement, drawing on AI and computer based mathematics. We analyse the content of a sample of questions and responses in the community ques- tion answering system for research mathematicians, math- overflow . We find that mathoverflow is very effective, with 90% of our sample of questions answered completely or in part. A typical response is an informal dialogue, allowing error and speculation, rather than rigorous mathematical argument: 37% of our sample discussions acknowledged er- ror. Responses typically present information known to the respondent, and readily checked by other users: thus the effectiveness of mathoverflow comes from information shar- ing. We conclude that extending and the power and reach of mathoverflow through a combination of people and machines raises new challenges for artificial intelligence and compu ta- tional mathematics, in particular how to handle error, anal - ogy and informal reasoning."

Published in 2014, tells the story of how, in the seventeenth century, Italian Jesuit authorities evidently tried to suppress the idea of infinitesimals in mathematics and how subsequently their flourishing led to the development of calculus and shifted the balance of world culture and the influence of nations.

Stimulating critical thinking using technology has the potential to create more in depth understanding of science and math content by students when engaged in learning activities which integrate in-class and on-line technology resources. Technology tools support stimulation of both inquiry-based and critical thinking skills by engaging students in exploring, thinking, reading, writing, researching, inventing, problem-solving, and experiencing the world outside their classroom. This is accomplished through learning content through the lens of video to multimedia to the internet (Using Technology to Improve Student Achievement, NCREL, 2005).