Submitted by Lynn Russo Whylly on Mon, 05/06/2013 - 2:53pm
Digital currency company Bitcoin has been generating buzz—some would say hype—for a while; in the last few months there’s been talk about Bitcoin ATMs, bubbles, ecosystems, miners, and more. But no one has addressed something about Bitcoin that seems obvious in hindsight: What about its effects on teaching kids to count? How will a generation of kids that grows up on Bitcoin, or some future iteration of digital currency that eventually becomes the norm, learn math?
Submitted by Lynn Russo Whylly on Mon, 04/29/2013 - 10:59am
Digital content has been mispositioned as optional: as a tool for some of the students, some of the curriculum, some of the time. In this view, software serves a role of “cleaning-up” whatever gaps were left unfilled or incomplete after normal teaching.
Submitted by Lynn Russo Whylly on Mon, 04/08/2013 - 3:30pm
The Standards for Mathematical Practice describe varieties of expertise that mathematics educators at all levels should seek to develop in their students. These practices rest on important “processes and proficiencies” with longstanding importance in mathematics education.
Submitted by Lynn Russo Whylly on Tue, 04/02/2013 - 10:35am
Core Math Tools is a downloadable suite of interactive software tools for algebra and functions, geometry and trigonometry, and statistics and probability. The tools are appropriate for use with any high school mathematics curriculum and compatible with the Common Core State Standards for Mathematics in terms of content and mathematical practices. Java required.
Submitted by Lynn Russo Whylly on Thu, 03/28/2013 - 4:50pm
A new study suggests that states have not seen the academic boost they expected from introducing Algebra 1 to a broader range of students in middle school. This practice has been widely embraced in Georgia under the assumption that Algebra 1 in middle school better readies students for the more rigorous math now being taught in high school.