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A new online resource will help teachers identify areas they may choose to focus on as they become familiar with the Australian Curriculum for English, mathematics, science and history. This advisory support resource provides an overview of each Australian Curriculum area and makes clear the key differences between the K-10 Syllabus and the content (descriptions) of the new curriculum.

"Calculation Nation® uses the power of the Web to let students challenge opponents from anywhere in the world. At the same time, students are able to challenge themselves by investigating significant mathematical content and practicing fundamental skills. The element of competition adds an extra layer of excitement."

"Wolfram talks about how computers should be used to advance the understanding of math the way it's really used in the real world. Kalman talks about using computers to deliver traditional math instruction and gold stars. Kalman reinforces the "teaching" paradigm; Wolfram blows it up and insists we look critically at what's being taught. Both these talks are about "improving education with technology" - but they couldn't be further apart in world view. But the TED audience applauds them both. This is why conversations about reforming education are difficult."

A great post and comments on two diverse approaches to the use of computers in maths education. Contrary or Complimentary?

Get outside and explore geometry (and other math) all around you. A math trail is a walk with various stops where you look at math in the world around you, and ask questions about it.

learned about this game at a Pippin's math conference which I blogged about here. It's sad that that was almost a year ago and I'm just now using it. You can use a regular review worksheet or my personal favorite, a Powerpoint of review problems.

"Students often forget geometric language they learned in earlier grades The meaning - precise or vague - of words such as parallelogram, rhombus, angle bisector, acute angle, escape them. They have not learned to talk "geometry". But the language is only a small part of the issue. Much harder is that their teacher is almost certainly thinking about geometry in ways they cannot imagine: they cannot know what they do not know."

"What does it take to learn the Index Laws? Surprisingly little if you (i) can fold a piece of paper (ii) can multiply by two. I first observed my head teacher do a version of this lesson last year with his Year 7 class, and had the joy of doing a more advanced version with my Year 9 this year. I have a feeling the idea goes back to the dawn of maths teaching, but I haven't seen a resource explaining it, so thought it would be fun to share my take on it."

"Inside Mathematics provides a resource for educators around the world who struggle to provide the best mathematics instruction they can for their students. Too often, teachers who excel at reaching students have few ways of sharing these strong practices with others - and teachers who struggle, struggle alone. Our classroom doors have remained closed too often and for too long. Inside Mathematics opens those doors: to tested demonstration lessons presented to children and groups of observing teachers; to guided tours of reflective mathematics practice, identifying what makes teaching, learning, and improving instruction in mathematics a difficult enterprise and providing resources for teachers to improve their practice; to mathematics teaching and learning tools and resources to support classroom teachers', math coaches', and administrators' daily practices; and to a professional learning community in which you are invited to open your own classroom door and engage in conversation about your own mathematics teaching and learning. This initiative grew out of the Noyce Foundation's Silicon Valley Mathematics Initiative. SVMI is based on high performance expectations, ongoing professional development, examining student work, and improved math instruction. The initiative includes a formative and summative performance assessment system, pedagogical content coaching, and leadership training and networks. Coaches in SVMI learn strategies of re-engagement with students around mathematics assessments, and demonstration lessons on re-engagement are featured here."

I call it Make it Right but I'm sure it goes by other names. The instructions are simple. After selecting the correct answer the students need to rewrite the question so that the other choices now become correct.

Something I find incredibly valuable for my teaching practice is to regularly seek anonymous student appraisal of my teaching.