This great maths site has an amazing collection of maths self-marking problem solving questions. Search by age level or topic. This covers both Primary and Secondary levels. Topics include numbers, geometry, algebra, data analysis, probability and more.
http://ictmagic.wikispaces.com/Maths
A college institutional researcher reveals some data concerning math placement tests and the pressures impacting students to opt for more difficult math courses without adequate preparation and unsatisfactory results. He writes: "In my mind, this disconnect exemplifies the degree to which incoming students and families don't grasp the difference between going to college to acquire content knowledge and going to college to develop skills and dispositions. ... [I]f students understand that college is about developing skills and dispositions, I think that they might be more likely to appreciate the chance to start at the beginning that is appropriate for them, savoring each experience like a slow cooked, seven course meal because they know that the culmination of college is made exponentially better by the particular ordering and integrating of the flavors that have come before."
Abstract:"This paper discusses the results of a pilot st
udy that explored how
prospective secondary
school teachers are shaped by learni
ng experiences during their undergraduate
mathematics education. The collabora
tive study, which was conducted by a
mathematician and a mathematics educator, dr
ew from the experiences of prospective
teachers in a non-traditional undergraduate ma
thematics program that makes extensive
use of technology. Analysis of data collect
ed from detailed questionnaires, journals, and
focus group discussions strongly suggests
that designing, implementing, and testing
Learning Objects promotes prospective teache
rs' learning of the mathematics needed for
teaching. Furthermore, the analysis shows t
hat prospective teachers' experiences of
ownership, engagement, and pride are key
to positive learning experiences. "
Abstract:
This research paper has been designed to develop an online tutoring system for pre
-
K to middle
school Math students. The research methodology applied in this study has used both qualitative and
quantitative research methods in terms of external and internal Web or software metrics to obtain the
usable parameters to design an effective tutoring system to learn Math.
Today online hypermedia
applications are increasingly becoming more feature rich,
important and also the most popular means for
communication among school students for e
-
learning. This paper is divided into four parts: part 'I' presents
the introduction of
Kumon
based after school education; part 'II'
describes the
research
proposal
to
identify measures, model, and methodology to develop the Web
-
based online learning system for Pre
-
K to
middle school math students
; part 'III' elaborates the role of using static analysis, dynamic, and
comparative analysis
that can be applied to check the
characteristics and authenticity of data obtained for
each student separately; and finally part 'IV' investigates the
behaviour of online tutoring system
to find the
failure points and to calculate reliability aspects using
Web page trace algorithms and We
b page
replacement policies.
In this paper, an attempt has been made to systematically explain the state of the art
and their practices to design, analyze, and
test the functionality of
online learning systems for pre
-
K to
middle school Math students
A truly amazing Apple App for learning maths. Download the host or client app to your Apple device and set maths quizzes to complete in real time together in class. The apps communicate through a wireless network or Bluetooth and the host device tracks and keeps all the data for each quiz so you can see where your class need to improve. To set questions you just turn the sections on or off and the app chooses questions from these at random.
http://ictmagic.wikispaces.com/Maths
This site offers an interactive way to assess your class by connecting your students to your lessons and response to every question on a range of devices, including mobiles. Make a virtual room and set up assessment quizzes, share links instantly and even get students to draw a response to your questions in real time. The data is collated so you can see where your students need more input.
http://ictmagic.wikispaces.com/Planning+%26+Assessment
"This Issue Brief examines 8th-grade achievement in reading, mathematics, and science for language minority students (i.e., those from homes in which the primary language was one other than English) who began kindergarten in the 1998-99 school year. Data come from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K), which tracked the educational experiences of a nationally representative sample of children who were in kindergarten in the 1998-99 school year. The analyses present a picture of students' achievement at the end of the study by focusing on students' scores on the standardized assessments that were administered in the spring of 2007, when most students were in grade 8. Students are categorized into four groups according to language background and English language proficiency. Additionally, assessment scores are reported by three background characteristics-students' race/ethnicity, poverty status, and mother's education-that have been found to be related to achievement."
From the abstract: "The purpose of this study was to find out from current high school math teachers, of geometry specifically, what their views of technology are. The goal of the study was to ask these teachers which technologies they use and whether they believe technology has beneficial effects on student learning. Data was collected for the survey by asking teachers to take brief electronic surveys and conduct in-person interviews. All questions in both the survey and interviews were focused on the effects of technology that they see in their classrooms. The scope of the participants was restricted to Columbus, Ohio, and thus, generalizations for any classroom or any school building cannot be made. However, this study did find a consensus among the participants as to which technologies they felt were the most beneficial in their classrooms, as well as those that might not be needed at all in a classroom. The three technologies that these teachers claimed to be the most beneficial were SMART boards, TI-nspire calculators and Geometer's Sketchpad/GeoGebra. Again, this study cannot make solid conclusions, but it is safe to say that this study gives insight into teachers' viewpoints, which, in a sense, are more important than those of outside researchers. The teachers agreed on a few technologies that are the most beneficial and thus future studies should focus on really studying the effects of these technologies as well as focus on getting a wider range of teachers' opinions on this topic."
LOGIN Wednesday February 15 at 3pm Eastern US time: http://tinyurl.com/math20event
During the event, Dr. Keith Still of SaferCrowds.com will introduce his Crowd Sciences work and explain the relevance of mathematics in it: "If you don't do the maths, you could end up in court on a manslaughter charge!"
All events in the Math Future weekly series: http://mathfuture.wikispaces.com/events
The recording will be at http://mathfuture.wikispaces.com/CrowdSciences
Pose questions and comments for Keith before the event
Math Future wiki: http://mathfuture.wikispaces.com/message/list/CrowdSciences
LinkedIn group: http://www.linkedin.com/groupItem?view=&gid=33207&type=member&item=94871153&qid=b29a6dbc-6474-425f-865a-b319bd33dcb9
Email group: http://groups.google.com/group/mathfuture/browse_thread/thread/931328aab6d87b03
How to join
Follow this link at the time of the event: http://tinyurl.com/math20event
Wednesday, February 15 2012 we will meet online at noon Pacific, 3 pm Eastern time. WorldClock for your time zone.
Click "OK" and "Accept" several times as your browser installs the software. When you see Session Log-In, enter your name and click the "Login" button
If this is your first time, come a few minutes earlier to check out the technology.
Crowd Modelling + Crowd Monitoring + Crowd Management = Safer Crowds
Crowd Modelling is the scientific approach to the development of safe, robust, crowd management plans. This can be achieved without the need for expensive, complex, time consuming computer simulations. In simple terms Crowd Modelling is understanding how, where, when and why crowds arrive, move around and leave an events/venues. The majority of this can be accomplished using tried, tested and simple to apply methodologies.
"Keith Still is what I term an intuitive mathematician. He is one of the most creative and original thinkers that I know. He adds drive and determination, as well as considerable intellectual power to any group of which h
" The use of logarithms, an important tool for calculus and beyond, has been reduced to symbol manipulation without understanding in most entry-level college algebra courses. The primary aim of this research, therefore, was to investigate college students' understanding of logarithmic concepts through the use of a series of instructional tasks designed to observe what students do as they construct meaning. APOS Theory was used as a framework for analysis of growth.
APOS Theory is a useful theoretical framework for studying and explaining conceptual development. Closely linked to Piaget's notions of reflective abstraction, it begins with the hypothesis that mathematical activity develops as students perform actions that become interiorized to form a process understanding of the concept, which eventually leads students to a heightened awareness or object understanding of the concept. Prior to any investigation, the researcher must provide an analysis of the concept development in terms of the essential components of this theory: actions, process, objects, and schemas. This is referred to as the genetic decomposition. The results of this study suggest a framework that a learner may use to construct meaning for logarithmic concepts. Using tasks aligned with the initial genetic decomposition, the researcher made revisions to the proposed genetic decomposition in the process of analyzing the data. The results indicated that historical accounts of the development of this concept might be useful to promote insightful learning. Based on this new set of data, iterations should continue to produce a better understanding of the student's constructions. " (from the abstract)
Abstract: "The principal aim of this study is to find the weaknesses of secondary school students at geometry questions of measures ,
angles and shapes , transformations and construction and 3-D shapes. The year 7 curriculum contains 4 geometry topics out
of 17 mathematics topics. In addition to this , this study aims to find out the mistakes, 28 , 7th grade students made in the last
4 exams including two midterms and two final exams.To collect data, students were tested on two midterms and two final
exams using open-ended questions on geometry to analyze their problem solving skills and to test how much they acquired
during the year.Frequency tables were used in data analysis.To fulfill this aim in the first midterm exam the subject measures
were tested.In the first final exam which followed the first midterm exam in addition to measures and angles shapes skills
were also tested. Following these tests , in the second midterm we tested the students on transformation and construction. A
descriptive methodology and student interview were used in the study to analyze and interpret the results. The results from
this study revealed that 7th grade secondary school students have a number of misconceptions, lack of background
knowledge, reasoning and basic operation mistakes at the topics mentioned above."
This flash site provides a simple way to make line graphs. Just enter the title, labels and axis increments and then pull the line into place. Use the print screen to make a copy to print or share.
http://ictmagic.wikispaces.com/Maths
Today's Wolfram|Alpha is the first step in an ambitious, long-term project to make all systematic knowledge immediately computable by anyone. You enter your question or calculation, and Wolfram|Alpha uses its built-in algorithms and growing collection of data to compute the answer.
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...