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Partnership between Uof Nottingham and Cal Berkeley to design and develop well-engineered assessment tools to support US schools in implementing the Common Core State Standards for Mathematics (CCSS).Funding is provided by the Bill and Melinda Gates Foundation through the University of California, Berkeley.

Mostly university texts in pdf, free.

It would be interesting to build a set a links to similar research results as this and discuss the implications this has for what we do as math teachers in our classrooms.

New research from Vanderbilt University has found students benefit more from being taught the concepts behind math problems rather than the exact procedures to solve the problems. The findings offer teachers new insights on how best to shape math instruction to have the greatest impact on student learning.

This just confirms what all the other research has been saying. The issue is getting all of us who didn't learn math conceptually, and who were not trained in college conceptually, to teach this way.

What Works? Research Into Practice The research summaries in this collection highlight promising teaching practice at the classroom level. Produced by a partnership between the Literacy and Numeracy Secretariat and the Ontario Association of Deans of Education, the articles are written by scholars at Ontario universities who are experts in the field of education.

Some great applets for use with math classes. From basic arithmetic modeling to modeling of integrals. From the University of Virginia these flash based apps will work on almost any platform except the iPod system (currently).

Food for thought.

Girls who play video games are three times more likely to choose physical science, technology, engineering or maths (PSTEM) degrees compared to their non-gaming counterparts, according to new research from the University of Surrey

"A major study into maths attainment has found that boys and girls perform equally in the subject, dispelling long-held myths around gender and education. The first UK-wide research of its kind for 13 years was carried out by Keith Topping, Professor of Educational and Social Research at the University of Dundee, and education assessment company Renaissance found differences in maths attainment between girls and boys to be almost negligible. The study also found that regular and high-quality maths practice improves outcomes across the board and that primary pupils outperformed secondary students, with better attainment scores."

"I began my personal journey into the world of Cubing when I was attending Regis University in Denver, Colorado in 2009. My senior thesis project involved devising a cryptosystem using the Rubik's Cube to encode and decode messages. Although my involvement with the Rubik's Cube waned post-graduation, it was rekindled shortly after I became a secondary teacher of mathematics in 2014. I had several Rubik's Cubes in my possession from my college days and these decorated the shelves in my classroom. I recall these puzzles catching the eyes of many curious pupils. After months of traditional curriculum presentation, I determined that my students were in need of a novel lesson, one that would ignite a passion for problem-solving. This lesson would involve the colourful and alluring hexahedron puzzle on my desk: the Rubik's Cube."

"For the first time, scientists have identified the brain pathway that links a positive attitude toward maths to achievement in the subject. In a study of elementary school students, researchers at the Stanford University School of Medicine found that having a positive attitude about maths was connected to the better function of the hippocampus, an important memory centre in the brain, during the performance of arithmetic problems. The findings will be published online Jan. 24 in Psychological Science."

"SpaceMath@NASA introduces students to the use of mathematics in todays scientific discoveries. Through press releases and other articles, we explore how many kinds of mathematics skills come together in exploring the universe."

"A consortium of education organizations will be developing an online repository of classroom videos to help new teachers learn from master instructors how to teach math and science topics in third through sixth grades. The video repository is part of a project funded by a $3 million grant from the United States Department of Education and includes participants from Stanford University and the American Association of Colleges for Teacher Education (AACTE), as well as the Teacher Performance Assessment Consortium (TPAC), which AACTE helps to operate."

"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."

From the abstract: "this study investigated how the perspectives of the non-computer science educators changed after learning game-programming and how it could be fitted into the K-12 curriculum. Fourteen non-computer science educators and/or administrators in the K - 16 educational systems who made up a cohort at Sam Houston State University, Master of Education/Instructional Technology Program participated in this study. The participants were required to learn two free Web 2.0 game-programming applications and reflect on an article related to reviving interest in math and science as part of their program. Qualitative data consisted of online reflections, and peer-review processes through Facebook. A quantitative component was added to the analysis. The findings indicated that: (a) the perspectives of the participants changed from negative to positive as they reflected on their own game-programming learning experiences; (b) participants came to understand how game programming could build up students' logical concepts and critical thinking skills improving performances in math, science, and other subjects; and (c) due to the benefits of logical concepts and critical thinking skills game programming could have immense benefits if built into the K-12 curriculum."

"Last week Tim Gowers, Cambridge University mathematician and open access advocate who led the recent boycott of Elsevier, announced an exciting new open access initiative for mathematicians on his blog. The project, called the Episciences Project, will make it super quick and easy to set up open access journals called "epijournals"."

"To help teachers and students succeed on the Algebra 1 End-of-Course exam (EOC), the University of Florida and Study Edge have created Algebra Nation - a FREE, online, easy-to-use, EOC preparation resource aligned with the latest state standards."

"Late last month, Curtis Cooper of the University of Central Missouri moved one small step closer to Euclid's infinity, when he announced that 257,885,161-1 is prime. This is now the largest known prime number, eclipsing the previous record-holder, which had been discovered at UCLA in 2008. The new number has 17,425,170 digits-just writing them down makes for a 22.45-megabyte text file. The UCLA number had knocked an earlier number of Cooper's, from 2006, out of the record books. "

Maria Chudnovsky, mathematician, is one of 23 MacArthur Fellowship recipients in 2012. She is an associate professor in the department of industrial engineering and operations research at Columbia University and specializes in graph theory. With colleagues she successfully solved the "Srong Perfect Graph Theorem" which was proposed in the 1960s, and her research is potentially "deepening the connections between graph theory and other major branches of mathematics, such as linear programming, geometry, and complexity theory." A video featuring the awardee can be viewed on the web site.

"SRI International, Worcester Polytechnic Institute (WPI), and the University of Maine have received a $3.5 million award from the Institute of Education Sciences at the U.S. Department of Education to evaluate the effectiveness of an online tutoring system for mathematics homework. The research team will study seventh-grade mathematics students and teachers in more than 50 schools throughout Maine using WPI's ASSISTments system. ASSISTments aims to transform homework by giving students instant feedback and tutoring adapted to their individual needs. It also provides teachers with customized reports each morning on their students' nightly progress. Teachers in the study will receive training in how to use these reports to adapt their lesson plans to better suit students' needs."