Math Links

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."

"Estonia said it plans to adopt an innovative math curriculum developed by a UK-based group called Computer-Based Math. The effort is the brainchild of Conrad Wolfram, brother of Stephen Wolfram who cofounded Mathematica, a computational software program designed to help with project workflows in almost any industry. "

Abstract: "The purpose of this study is to propose a design principle and framework of educational control (in particular, method for collaborative learning support) that induces and activates interaction between learners intentionally to create a learning opportunity that is based on the knowledge understanding model of each learner. In this paper, we explain the design philosophy and the framework of our game-based learning environment (GBLE) called "Who becomes the king in the country of mathematics?". In addition, we describe the method of collaborative learning support control that incorporates a "learner support agent" to support each learner and a "game control agent" to control the game into the learning environment."

"Hart uses music notation, a Möbius strip, and backwards Bach to explain space-time"

The role of mathematics in complex economic problems such as the consumer price index

Examining the evidence behind guidelines for encouraging girls into math and science and confronting stereotypes

"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. "

from the article: "it's algebra, the academic subject that more than any other strikes fear in grown-ups' hearts. But these are 5th graders. And some are struggling learners. The lesson is plenty rigorous, as you'll see. But the kids get a useful assist from the "manipulatives," concrete objects -- pawns and blocks -- that support a program called Hands-on Equations. Kids use the objects to build and break down algebraic equations."

Three math courses among those recommended, offered via partnership with Coursera

Collaborative LaTex, or as the site describes, like Google Docs with LaTex added

by David Berlinski, published January 2013. "In The King of Infinite Space, renowned mathematics writer David Berlinski provides a concise homage to this elusive mathematician and his staggering achievements. Berlinski shows that, for centuries, scientists and thinkers from Copernicus to Newton to Einstein have relied on Euclid's axiomatic system, a method of proof still taught in classrooms around the world. Euclid's use of elemental logic-and the mathematical statements he and others built from it-have dramatically expanded the frontiers of human knowledge. The King of Infinite Space presents a rich, accessible treatment of Euclid and his beautifully simple geometric system, which continues to shape the way we see the world."

Abstract: "Australian pre-service teachers have to acquire layers of knowledge as school classrooms are multicultural in composition. To what extent does the experience of an overseas professional experience tour contribute to the development of pre-service teachers in meeting recognised professional teaching standards? This paper describes the perceptions of Australian preservice mathematics teachers who participated in educational and cultural activities during planned tours to Malaysia. The data set was collected through the use of questionnaires, interviews and focus group discussions."

Abstract: "Students' attitudes toward mathematics and its learning have been subject to numerous studies in the past six decades. These studies treat such attitudes as both desirable learning outcomes and correlates of mathematics achievement. Many Likert-type attitude scales have been devised to measure significant constructs underlying mathematics-related attitudes, such as confidence, anxiety, and utility of mathematics. The psychometric properties of these attitude scales may be culture and age dependent. As part of a research project called Singapore Mathematics Assessment and Pedagogy Project (SMAPP), an effort was made to devise and validate an attitude toward learning mathematics scale that can be used with lower secondary school students in Singapore. This paper explains the use of exploratory and confirmatory factor analyses to reduce an initial 57-item questionnaire to one with 24 items that cover these six dimensions: Checking solutions, Confidence, Enjoyment, Use of IT in mathematics learning, Multiple solutions, and Usefulness of mathematics. The data comprise responses from about 890 Secondary 1 (Grade 7) students in 2010, who took the 57-item questionnaire, and another 850 students who took the 24-item questionnaire in 2011. The nature of the final questionnaire is discussed. This effort contributes to the continual effort to devise validated attitude scales that are suitable for different cultures and student groups."

Live recording of a webinar presented in August 2012 by Sarah DeLeeuw and Patrick Vennebush from the National Council of Teachers of Mathematics

Abstract :"The nation's remedial math programs are failing students. New, effective, and dramatic changes are required to reverse the trend. Acknowledging the plight of community college remedial math students, this white paper discusses critical variables in planning and implementing instruction. Absent of a consensus in the U.S. political landscape on how to effectively provide remedial mathematics instruction, the authors suggest instructional variables to support mathematics faculty, administrators, tutors and advising staff in changing the disheartening data and experience."

Abstract :"Drawing from Gee's learning principles developed from the digital games environment, we provide a critical analysis of the difference between using these principles in a literacy environment as opposed to a mathematical environment. Using stimulated recall, primary school-aged students played with a number of contemporary digital games. Feedback was sought. This was compared with the descriptions provided by experienced adult gamers. Both players provided insights into the cognitive process used by gamers when engaging with games. Collectively, these sources allow us to propose that the learning principles may restrict deep learning processes for mathematical learning."

Abstract: "In this paper, students provide insight into their use of Quick Response (QR) codes and mobile devices to assist in mathematics homework efforts. These QR codes were directly linked to instructional videos related to their unit on fraction algorithms and were hosted on YouTube. In particular, through focus-group interviews, the students identified many strengths associated with the implementation of this research. The strengths include the manner in which the YouTube clips of currently accepted instructional strategies worked to reinforce their classroom learning, how the mobile devices motivated students to complete homework in a variety of non-traditional settings, increased their communication with their classroom teacher, and how these devices engaged parents and siblings in the learning process."

"Understanding Probability is a unique and stimulating approach to a first course in probability. The first part of the book demystifies probability and uses many wonderful probability applications from everyday life to help the reader develop a feel for probabilities. The second part, covering a wide range of topics, teaches clearly and simply the basics of probability. ... The first part of the book, with its easy-going style, can be read by anybody with a reasonable background in high school mathematics. The second part of the book requires a basic course in calculus."