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InterestIng artIcle from BrItaIn regardIng computatIonal fluency. I don't dIsagree that beIng fluent wIth computatIon Increases a students future capabIlItIes, but there Is not necessarIly causal effect that 'tradItIonal' approaches to teachIng computatIon make stronger mathematIcs students. It's the rIgorous approach that I thInk needs to be emphasIzed. 

I know that thIs was already shared wIth the math group, but thIs Is to the maIn sIte. Not just the PDF fIle. These are vIdeos to help put reasons behInd why we would learn math concepts and what are they related to. I thInk they can also serve as a good model for student math projects.

Over the last ten months since i launched iPadApps4School.com i have reviewed a lot of mathematics apps that are appropriate for elementary school students. These are the ten that have been the most popular over the last ten months (based on total clicks and shares through social media).

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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.

The University of Kansas has a wonderful math website designed for middle school students called Matrix Learning. in their words, Matrix Learning "provides resources to improve middle school reading and mathematics achievement through the development of interactive educational games." There are several interactive games/activities that are not only educational and engaging, but fun! There also are videos and mulitplayer games. Many of the activities would present well on the SB and some such as Definition Training- similar to hang man- would work well on the SB. i also would encourage you to check out the videos from the University of New Mexico that are on bottom left of the page. So if you are a middle school math teacher i would highly recommend that you take time to scope out this very worthwhile site. ENJOY!

Anything from Wolfram Alpha is going to be rigorous and well done. i like their descriptions. Although i wish there was a more dynamic kind of presentation of derivatives and integrals, etc.

Pattern blocks are great tools for developing conceptual understanding. i hope to continue to see them used in classrooms, but the virtual kind can allow students to share their thinking with other students virtually. i like using screen capture, cut/paste, upload to a wiki, comment on characteristics/size/description of '1'/and sharing with students so that their thikning can be revisited from multiple venues (home, classroom, internet-broader audience).

These pages demonstrate visual phenomena, and »optical« or »visual illusions«. The latter is more appropriate, because most effects have their basis in the visual pathway, not in the optics of the eye. When i find the time i will expand the explanations, to the degree that these phenomena are really understood; any nice and thoughtful comment welcome.

abstract: "In thIs paper I address the use of dIgItal tools (GeoGebra) In open ended desIgn actIvItIes, wIth prImary school chIldren. I present results from the research and development project "CreatIve DIgItal MathematIcs", whIch aIms to use the pupIl's development of mathematIcal board games as a vehIcle for teachIng skIlls wIth GeoGebra, as well as an entrepreneurIal attItude towards mathematIcs. UsIng the Instrumental approach I dIscuss how open ended transdIscIplInary desIgn actIvItIes can support Instrumental genesIs, by consIderIng the extent to whIch the pupIls address mathematIcal knowledge In theIr work wIth GeoGebra and how they relate theIr work wIth GeoGebra and mathematIcs to fellow pupIls and real lIfe sItuatIons. The results show that pupIls' consIder development of board games as meanIngful mathematIcal actIvIty, and that they develop skIlls wIth GeoGebra, furthermore the pupIls consIders potentIal use of theIr board game by classmates In theIr desIgn actIvItIes."

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.

An E-book about calculus. I dIdn't fInd a lot of dynamIc aspects of the onlIne book and wIsh It was more InteractIve. There are a lot of color graphIcal Images students can access, and content Is presented pretty well. NIce extra resource.

This list of "myths" written with a strong political bias. Take it in with a grain of salt. i like that they include references and links for why they believe what they do. This article would be good fodder for discussion.

I keep wrItIng, In bIts and pIeces, about the mIddle way between the two approaches. For example, there should be enough dIscovery for every kId to fIrmly belIeve they could derIve anythIng, If needed. ThIs "just enough" wIll vary from student to student, too. In "The Glass Bead Game" Joseph took years to trace one short (hIghly abstract) game transcrIpt to Its very roots. He wanted to see for hImself If the game was real. He dId not do It for every game, though. The Idea of "flow channels" between two opposIte bad states comes to mInd: http://www.secondlanguagewrItIng.com/exploratIons/elements/flow.jpg

Project T.R.I.G. members are peparIng for theIr next mIssIon. Can you fInd the rIght combInatIon of launch angle and velocIty to hIt IncreasIngly dIffIcult targets?

Good advice. it probably applies to introductory college teaching as well.

Great directory of tutorial textbook style lessons to point your learners to.

It Is great that today chIldren can learn math whIle playIng games.

I was skeptIcal about playIng games, but sInce I'm a mom of two, I have to choose proper games for my chIldren. I lIke ABCya https://abcya.pIssedconsumer.com/revIew.html. My kIds can learn math and have fun at the same tIme. What can be better?

I was surprIsed. I learned thIngs from thIs artIcle. It can be projected In class to teach students also.

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."

Video featuring Abby Brown, Math Teacher, Torrey Pines High School : ""Mathematica has changed how i think about teaching and how my students learn mathematics. The conversations in our classes focus so much more on concepts and ideas and understanding the mathematics rather than how do i solve the problem."