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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.

These popular posts include using Wolfram, LiveBinders, Twitter, Flip Cameras, and iPod touch apps in science and math.

Originally posted in 2010 and reconsidered from the perspective of recent international study on science aptitude of boys and girls, makes the point that, minus exceptional aptitude, girls and boys have equal potential and demonstrate equivalent success in math

The objective of this site is to show examples of thinking in math, whether it is original solutions from students of problems, or ways to include an inquiry based approach in mathematics education. The idea for the project came from Chris Hunter as a comment on a blog post. I, David Wees, think it is such a terrific idea that I am working on implementing it. I welcome ideas and input from anyone who is interested and would like to help support student thinking in mathematics. Please send an email with your example of original mathematical thinking by a student, or an example of a project students can do to support inquiry in mathematics

"In previous posts, I have summed up my position on Khan Academy as follows: Khan Academy teaches only one part of mathematics-procedures-and that isn't the most important part. Writing about mathematics, developing a disposition for mathematical thinking, demonstrating a conceptual understanding of mathematical topics are all more important than procedures. That said, procedures are still important, and Khan Academy provides one venue where students can learn them. In the end, I think every young person should have an account there. Even if only one in a thousand or ten thousand benefit, that would be a terrific outcome. "

From the abstract (full text requires subscription or purchase): "Though cooperative learning has been a topic of considerable interest in educational research, there has been little study specific to learning in the mathematics content area of geometry. This paper seeks to address that gap through a design experiment featuring a novel small-group computing environment for supporting student learning about quadrilaterals. In this design, each student controls a unique point in a shared geometric space, and those points are linked such that a group of four students collectively forms a quadrilateral. We first present results from pre- and post-measures to show how the students learned from the activities and developed in terms of geometric reasoning. We then present three episodes, elaborated with the notion of appropriation, to explain how students took up ways of using the technological tools and of talking about geometric concepts from one another in the interactive environment. Our study found that students achieved learning gains in this novel environment, that the environment provided rich opportunities for peer interaction around geometric objects, and that student learning opportunities and interactions were characterized by processes of appropriating ways of talking about and using software features."

Pythagorean Thm. Please add a comment!!! I will approve it if it is true. Just add a post it. No login needed.

LOGIN: http://tinyurl.com/math20event Mind the Daylight Saving Time! Geoff Roulet and Jill Lazarus will discuss their use of wikis, GeoGebra and Jing with students, and invite participants for an extended DIY exploration. More details concerning the software required are below. All events in the Math Future weekly series: http://mathfuture.wikispaces.com/events The recording will be at: http://mathfuture.wikispaces.com/SupportingCollaborativeMath Your time zone: http://bit.ly/z69yzS About Blended Mathematical Collaboration using a Wiki, GeoGebra and Jing This discussion centers on the use of computer tools in a high school class. The goal was to develop a "math-talk learning community" to establish mathematics communication and collaboration as a classroom norm. In support of this we have combined the use of a wiki, GeoGebra, and Jing. We would like to invite educators who have experience with wikis, GeoGebra and screencasts, or who would like to learn more, to discuss our project and share their ideas. Event Hosts Geoff is the skipper of and Jill a crew member on Jeannie, a J35 racing yacht. When not sailing, they are mathematics educators. After graduate work at the University of Waterloo, Geoff Roulet began teaching mathematics, computer science, and chemistry at Roland Michener Secondary School in Timmins, northern Ontario. In the late 1970s, when personal computers for computer science were placed in the back of his classroom, Geoff began using these to support student learning in mathematics. Since then he has been involved in ICT use in teaching and learning at all grades and in all subjects, but with a particular focus on mathematics. Teaching was followed by a short spell of curriculum development and support work with the Ontario Ministry of Education and then in 1990 a move to the Faculty of Education, Queen's University at Kingston. Along the way Geoff completed M.Ed. and D.Ed. degrees at the Ontario Institute for Studies

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

"a weekly activity for students of grades 8 to 12 and post-secondary students. The activities are something beyond classroom traditional in-class and curriculum-based learning. Presentations by Circle members or by invited mathematicians and scientists, discussion about specific topics and solving math problems, puzzles and games; review math/science history and preparation for maths contests and Olympiads are the main activities in the GMC."

During the live online event Saturday January 14th 2pm ET, Shad Moarif, the founder of Karismath, will lead brainstorming about mathematical videos and dynamic mathematics in general. Event challenge! What types of the Grid do you see from the pedagogical perspective? Discussions beginning before the event This wiki: discussion tab http://mathfuture.wikispaces.com/message/list/Karismath LinkedIn: "Math, Math Education, Math Culture" group http://www.linkedin.com/groupItem?view=&gid=33207&type=member&item=88774229&qid=00e42ab4-4f69-453e-8a79-0a181ab07bc9 Facebook: http://www.facebook.com/karismath/posts/334691806549990 Math Future email group: http://groups.google.com/group/mathfuture/browse_thread/thread/071299f3319650cf# In a grid, there is an obvious connection between the product cell and the simultaneity of two bits of information coexisting within it. Shad is exploring ways of breaking this connection down into a sequence of transitional steps by distilling them visually. Shad has categorized the Grid into eleven types according to their uses for storing, sorting, and displaying numerical information (see below). What pedagogical types of the Grid come to your mind? How to join Follow this link at the time of the event: http://tinyurl.com/math20event

Have you ever wanted to create short "how to" video for your students to use for homework, remembering facts, and solving math problems. How often have your students stated, "I could not complete the homework assignment, because I could not remember the steps and no one could help me." Well the answer is to create a screencast or video for posting on your class wiki or blog for students to view at home or anywhere else they have web access.

Geared toward developing good instructional strategies for entry level geo-science courses at the post-secondary setting, the suggestions can easily be applied to 6-12 setting and are just good instructional practices. Well organized and includes different perspectives and connected content. I thoroughly agree with the mathematical modeling discussion. It's worth reading

This is a compilation of Karl's Transparent Algebra posts. He does such an incredible job of making his thinking visible for all of us in how he is planning his course for the upcoming year. I share it because I think it's a valuable example of a reflective practitioner and worth sharing. If you have any teachers who might benefit from reading some of his reasoning, I encourage you to send them to his blog!

"Initial thoughts on "Focus in High School Mathematics: Reasoning and Sense Making" The book study begins!" Book study post on the new NCTM Series "Focus in High School Mathematics: Reasoning and Sense Making"

A blog post aggregates resources on a new web phenomenon that will take your money and develop a mathematical theorem for you.

Postings include tips on teaching math facts, and information about two math practice books, Two Plus Two Is Not Five: Easy Methods to Learn Addition and Subtraction and Five Times Five Is Not Ten: Make Multiplication Easy.

The South African Mathematics Olympiad (SAMO) is the official national mathematics competition of the country. It is a three round competition with interesting questions and nice prizes. The three rounds take place in March, May and September of each year. Question papers and solutions of the last few years are available on this web site. The names of each year's individual prize winners and our committee members are also posted.

Mathing…teaching education mathematics technology games and... Great post on left and right limits in student friendly terms.