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A review of Paul Lockhart's new book with a focus on mathematical reasoning and geometry, with a video of the author.

"π has fascinated mathematicians, engineers and other people for centuries. It is a mathematical constant that is the ratio of a circle's circumference (C) to its diameter (d); This also explains why and how this number got its name: the lowercase π was first adopted in 1706 as an abbreviation for this number because it is the first letter of the Greek for "perimeter", specifically of a circle." Introduces a video by Numberphile explaining more about the determination of π

by Penta, Michael K., M.S., UNIVERSITY OF MASSACHUSETTS LOWELL, 2011, 83 pages; 1507796 Abstract record for a thesis completed in December 2011, fulltext requires subscription or purchase. A news story on the departmental blog http://blog.uml.edu/cs/2011/12/penta_ms_video_games_for_math_learning.html describes the kinds of games involved, the participants and the results.

"In December, 2011, Ian Waitz, MIT's Dean of Engineering, launched the MIT-K12 project, driven by a series of questions: How can we change the perception of the role of engineers and scientists in the world? What can MIT do, right now, to improve STEM education at the K12 level? What if MIT became a publicly accessible "experiential partner" to the country's K12 educators? What if MIT students generated short-form videos to complement the work those educators are already doing in their classrooms and homes?"

See Khan Academy videos that relate to Common Core.

Current reforms in mathematics education emphasise the need for pedagogy because it offers learners opportunities to develop their proficiency with complex high-level cognitive processes. One has always associated the ability to make mathematical connections, together with the teacher's role in teaching them, with deep mathematical understanding. This article examines the nature and quality of the mathematical connections that the teachers' representations of those connections enabled or constrained. The researchers made video recordings of four Grade 11 teachers as they taught a series of five lessons on algebra-related topics. The results showed that the teachers' representations of mathematical connections were either faulty or superficial in most cases. It compromised the learners' opportunities for making meaningful mathematical connections. The researchers concluded by suggesting that helping teachers to build their representation repertoires could increase the effectiveness of their instructional practices.

This video is taken from the iTunes Visualiser called Jelly that makes pretty patterns that react in real time to the music that is playing. The patterns produced show rotational symmetry and could be used as an excellent resource in a starter or plenary on the topic.

Using games to illustrate concepts in statistics

A superb interactive BBC maths video with games about probability. http://ictmagic.wikispaces.com/Maths

A short video from TED-ed and animation studio Augenblick

"part math textbook and teen romance" reviewed by Joanne Manaster and Amanda her high school aged daughter, video review

"With Time Warner Cable support, Common Sense Media is making their new Digital Passport mobile app for Android and iOS operating systems available for free to the public through August 31, 2013. Designed for kids ages 8-12, the Digital Passport app features engaging games and videos to teach children the basics of being safe and responsible in the digital world. Get smart, stay safe and navigate responsibly this summer!"

This is an amazing online maths playground with a huge number of tools to help learn and demonstrate every area of maths. Create animations and even embed videos. http://ictmagic.wikispaces.com/maths

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).

Interactive whiteboards (IWB) allow science and math teachers to teach multi-sensory lessons, seamlessly jumping from one type of media to another. Interactive science or math lessons can easily integrate text, sound, video, and graphics based on the tactile nature of the IWB.

An interactive White Board (IWB) or SMART Board has the potential to deliver content better than traditional methods of teaching. Why? Because it provides multi-media functional interaction across audio, video, and computer media. It is also ideal for visual, auditory, and kinesthetic learners. These qualities of an IWB also promote the dynamic delivery of content (if used to its full potential) in an engaging manner, which allows students to interact with science or math content their self. Examples include: * data manipulation * responding to data * even creating data So with all these attributes - "How are interactive white boards unsuccessfully used in science and math classrooms?" For the most part - not effectively!

A series of videos about doodling in math class

includes some mathematical symbols too.