Submitted by Lynn Russo Whylly on Thu, 06/27/2013 - 1:38pm
U.S. elementary and middle school students have sharpened their reading and math skills since the 1970s, while 17-year-olds stagnated, federal tests show. Almost half of 9-year-olds knew basic arithmetic last year, up from 20 percent in 1978, according to a U.S. Education Department report. Yet, only 7 percent of 17-year-olds solved routine problems involving fractions, percents, algebra, exponents and square roots, the same level as 34 years earlier.
Submitted by Lynn Russo Whylly on Thu, 06/06/2013 - 4:17pm
Many elementary students' math performance improves when their teachers collaborate, work in professional learning communities or do both, yet most students don't spend all of their elementary school years in these settings, a new study by UNC Charlotte researchers shows.
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.