Math Links

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

I will be adding good examples of mathematics wiki's to this list....

"A McNugget number is a positive integer that can be obtained by adding together orders of McDonald's® Chicken McNuggets" While these numbers are interesting in themselves, I'm particularly taken by the idea of building an interesting problem based on consumer or popular culture. What other prompts might we find in a similar vien?

"A McNugget number is a positive integer that can be obtained by adding together orders of McDonald's® Chicken McNuggets" Find the largest number that IS NOT a McNugget number.

Relying on a comprehensive review of the research, Mathematics Learning in Early Childhood lays out the critical areas that should be the focus of young children's early mathematics education, explores the extent to which they are currently being incorporated in early childhood settings, and identifies the changes needed to improve the quality of mathematics experiences for young children.

John Faig's recipe for a Web 2.0 math course.

My Blog About Mathematics and Science as a PDF file on Scribd.com. Articles: Editing Equations on Web 2.0 Sites, Representing Scale in Mathematics, Nesin Mathematics Village in Turkey, A mathematician of prime numbers. A mathematician of topology. Flash game for teaching mathematics. From http://cmcallister.vox.com/

Conceived by Mathematica creator and scientist Stephen Wolfram as a way to bring computational exploration to the widest possible audience, the Wolfram Demonstrations Project is an open-code resource that uses dynamic computation to illuminate concepts in science, technology, mathematics, art, finance, and a remarkable range of other fields.\n\nIts daily-growing collection of interactive illustrations is created by Mathematica users from around the world, who participate by contributing innovative Demonstrations.

In brief, it contrasts the modern understanding of causality (and the mathematics this presupposes) with the more recent, perhaps in a sense "postmodern" understanding of causality (again with a concomitant mathematical model) and on the basis of this distinction, draws some interesting parallels between economics and natural events.

Splat square is a great resource for kids to learn how to skip count using the smartboard - It's way fun

Can a staytistical analysis tell us if fraud was committed in the election?