Math Links

Matching pairs game http://bit.ly/ewGe9 more levels than you can shake a stick at

Free resources for teaching maths using primary framework objectives

Darren challenged us to identify topics of interest last month and I responded that I would love to share some algebraic reasoning information.

interweaving content and pedagogy in teaching and learning to teach knowing and using mathematics.pdf

Interweaving Content and Pedagogy in Teaching and Learning to Teach: Knowing and Using Mathematics

Does Understanding the Equal sign Matter? Examines several of the important concepts in algebra focusing on the concept of equality

Official 2009 website for the Amesa conference

I love the Wolfram Alpha site, if it does ignite another math war, then I'm OK with it. I think what it means is that we have to ask students different questions, ask them better questions, make them create their own problems, interpret their answers, decide what methods are most efficient and why, but don't stop asking them questions just because some are going to use the available tools.

free flash game good for early years

Early years flash game. Quite challenging due to time constraint and rtandom distribution of numbers.

Loads of great teaching resources from the UK. Many have downloadable media such as interactive flash files, spreadsheets, word docs, powerpoint, iwb files (in various formats), and more.

Scientists have for the first time established a link between a primitive, intuitive sense of numbers and performance in math classes, a finding that could lead to new ways to help children struggling in school.

This unit looks at visualisation as it relates to mathematics, focusing upon how it can be used to improve learning. It will also identify ways in which to make more use of visualisation within the classroom....

Most primary school pupils in South Africa are failing tests for basic language and mathematics skills, the Children's Institute said

Given that a large percentage of students have difficulty with math. The usability of a math e-learning tool is critical. The easier and more user friendly such an application is the more a student can forget about the e-learning tool and focus on learning the math content. Here is the usability report that was undertaken in the National E-Learning Lab at the National College of Ireland. This is a useful read for users of the Beta version along with Instructional Designers and Software Developers who are involved in similar projects.

A systematic search of the research literature from 1996 through July 2008 identified more than a thousand empirical studies of online learning. Analysts screened these studies to find those that (a) contrasted an online to a face-to-face condition, (b) measured student learning outcomes, (c) used a rigorous research design, and (d) provided adequate information to calculate an effect size. As a result of this screening, 51 independent effects were identified that could be subjected to meta-analysis. The meta-analysis found that, on average, students in online learning conditions performed better than those receiving face-to-face instruction. The difference between student outcomes for online and face-to-face classes-measured as the difference between treatment and control means, divided by the pooled standard deviation-was larger in those studies contrasting conditions that blended elements of online and face-to-face instruction with conditions taught entirely face-to-face. Analysts noted that these blended conditions often included additional learning time and instructional elements not received by students in control conditions. This finding suggests that the positive effects associated with blended learning should not be attributed to the media, per se. An unexpected finding was the small number of rigorous published studies contrasting online and face-to-face learning conditions for K-12 students. In light of this small corpus, caution is required in generalizing to the K-12 population because the results are derived for the most part from studies in other settings (e.g., medical training, higher education). ix

A systematic search of the research literature from 1996 through July 2008 identified more than a thousand empirical studies of online learning. Analysts screened these studies to find those that (a) contrasted an online to a face-to-face condition, (b) measured student learning outcomes, (c) used a rigorous research design, and (d) provided adequate information to calculate an effect size. As a result of this screening, 51 independent effects were identified that could be subjected to meta-analysis. ***The meta-analysis found that, on average, students in online learning conditions performed better than those receiving face-to-face instruction.*** The difference between student outcomes for online and face-to-face classes-measured as the difference between treatment and control means, divided by the pooled standard deviation-was larger in those studies contrasting conditions that blended elements of online and face-to-face instruction with conditions taught entirely face-to-face. Analysts noted that these blended conditions often included additional learning time and instructional elements not received by students in control conditions. This finding suggests that the positive effects associated with blended learning should not be attributed to the media, per se. An unexpected finding was the small number of rigorous published studies contrasting online and face-to-face learning conditions for K-12 students. In light of this small corpus, caution is required in generalizing to the K-12 population because the results are derived for the most part from studies in other settings (e.g., medical training, higher education). ix