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This is more a maths than a Ml resource but...."This is an excellent place to go if you want to understand how to complete problems in basic math, trigonometry, calculus, or algebra. Mr. McKeague is a mathematician who offers clear examples on math problems through a video. He is joined by various students who also give eamples to math problems. The videos found here have super quality and would definitely help to instruct or teach difficult math explanations. This site is free, and they offer a free subscription if you plan to use the site often. When you join, you can create playlists because a login has been created for your usage." Thanx Dearlibrarian for pointing me to this! www.dearlibrarian.com

This is the kind of thinking we should stimulate in our students

In order to ascertain the real-life situations that teachers, as stakeholders, would find suitable and appropriate to deal with in Mathematical Literacy (a compulsory subject for students who are not doing Mathematics at the Further Education and Training level of the South African education system), we embarked on a study known as the Relevance of School Mathematics Education (ROSME). The principle underpinning this article is that there are times when it is necessary to assess the functionality and quality of questionnaires used to ascertain affective domain issues. The study provides an analysis technique which is not affected by the sample of individuals completing a questionnaire, provided that the instrument meets particular requirements. It thus improves the rigour of measurement. Various statistics obtained in this study showed that the instrument used to determine the real-life situations which teachers prefer for Mathematical Literacy reasonably identifies this variable. However, it is cautioned that much more care needs to be exercised in construction of such instruments. The results also indicated the real-life situations which teachers most and least preferred to be included in Mathematical Literacy, providing useful information for policy-makers and textbook authors on contextual situations to be included in learning materials.

In this unit students develop a variety of mathematical skills including: * Data collection and organisation, using a questionnaire about grocery stores, brand names and cell-phones.* Graphical representation of the data collected using bar graphs and pie charts.* Understanding cumulative data, as well as developing and interpreting frequency tables. * Analysis of data to answer questions, using graphs and tables.* Reading and interpreting fi gures, in the context of a newspaper report concerning skills development. * Calculating the various measures of central tendency and percentages in the context of workers and wages.* Working with range and spread of data.* Identifying distortion and manipulation of information.* Identifying patterns and trends,  through working with scatterplots and broken line graphs.* Making simple predictions and comparisons.

This problem presents students with a "which-is-thebest-buy" scenario involving admission to an amusement park. Students choose between four different admission rates, and then must justify why they selected the rate that they did.

This tool will draw 6 random numbers from 1 to as high as you like. The numbers are random and will be different every time. Makes a fun way to do probability exercises, extra credit questions where students have to guess the number(s) that will come up, and many other clever activities we're sure you'll think of. Have fun!

Statistics and probability play an important part in our lives and are particularly useful in helping us make wise decisions. This exercise will help the students see that there are mathematical rules that can effect even our use of the English language. GRADES/SUBJECT: Appropriate for Grades 7 though 12. Mathematics and English language. PURPOSE: This exercise re-enforces the value of statistical research and provides an interesting view of the way people write.

mission: the math literacy project provides opportunities for students to achieve in a college preparatory mathematics curriculum so that they may gain access to educational, economic, and social resources that will lead to individual empowerment, independence, and social justice.

As a college president, I ask students and graduates what are we doing correctly and what can we improve upon. The typical responses to how we can improve are not surprising - more parking and more financial aid (often in that order). Lately the most common answer from recent graduates as to how we can improve has been surprising - more education about financial literacy and the practical aspects of living in today's world.

This could be a great tool to use with students in the clasrrom. They can research their won dataset and visualise it.

Can b adapted 4 us RT @plnaugle: Doing The Great Pumpkin project with my math students this week - http://t.co/BGduIDGR. #mathslitsa

This cartoon project is a fun activity that allows students to apply their knowledge of ratio and proportion.