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"content": "\u003cp>\u003cimg class=\"aligncenter size-full wp-image-29519\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/06/missionsuccess.jpg\" alt=\"missionsuccess\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/06/missionsuccess.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/missionsuccess-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/missionsuccess-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cbr>\n\u003cstrong>By James Floyd Kelly\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">The number of apps related to teaching various mathematics topics seems to be growing daily, and it can be a difficult to find that needle in a haystack. Here, we found five of those needles, already tested and approved. (These apps are all iOS apps, but a few of them are also available for other operating systems.)\u003c/p>\n\u003cp>For many more ideas for educational apps of all kinds, \u003ca href=\"http://ww2.kqed.org/mindshift/feature/educational-apps/\">look here\u003c/a>.\u003c/p>\n\u003ch4>1. \u003ca href=\"https://itunes.apple.com/us/app/numbers-league/id444781544?mt=8\">Numbers League\u003c/a> (iPad)\u003c/h4>\n\u003cfigure id=\"attachment_29507\" class=\"wp-caption alignright\" style=\"max-width: 140px\">\u003cimg class=\"size-thumbnail wp-image-29507\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/06/mzl.zrokepkn.480x480-75-140x140.jpg\" alt=\"mzl.zrokepkn.480x480-75\" width=\"140\" height=\"140\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>For young kids, the superhero-versus-supervillain aspect of this game is the big draw. Numbers League's primary gameplay involves adding numbers: A villain is presented with a value (between 3 and 20+) and can only be defeated by combining various superheroes and their respective numbers. Kids can play solo or against other players, and with each turn you roll up a new superhero who has a head, torso, and leg/feet value. Add up the three values, 1/2/4 for example, and you've got a superhero with a total value of 7. A villain with a value of 14 might could be defeated using three heroes with values of 7, 5, and 2, for example. Additional features include special gizmos that can add or subtract numbers (+5, -10, etc.) and these can help combat those high and low valued supervillains.\u003c/p>\n\u003ch4> 2. \u003ca href=\"https://itunes.apple.com/us/app/bugsys-math-quest/id642542939?mt=8\">Bugsy's Math Quest\u003c/a> (iPad)\u003c/h4>\n\u003cfigure id=\"attachment_29512\" class=\"wp-caption alignright\" style=\"max-width: 140px\">\u003cimg class=\"size-thumbnail wp-image-29512\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/06/mzl.sufbkgai.320x480-75-140x140.jpg\" alt=\"mzl.sufbkgai.320x480-75\" width=\"140\" height=\"140\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>Bugsy's Math Quest is all about reinforcing the basic 12 x 12 multiplication table everyone has to learn. Each level has the hero, Bugsy, being confronted by a Boss monster that throws up multiplication problems. The player must quickly type in the answer before Bugsy bumps into the monster. After enough questions, Bugsy takes on the Boss directly to finish out a level. Badges are given out (bronze, silver, gold) based on the player's skill. Parents can access the settings and view a visual graph of which questions were missed and which were answered correctly. As the game progresses, additional levels have the player fill in the blank (\"2 x ___ = 8\") so the game has plenty to keep a child busy. For kids ready for division, a simple tap on the Multiplication icon in the upper-left corner of the screen turns the game into a Division-based contest. The Math Guide for the app can also be accessed inside the Settings.\u003c/p>\n\u003ch4>3. \u003ca href=\"https://itunes.apple.com/us/app/bedtime-math/id637910701\">Bedtime Math\u003c/a> (iPhone)\u003c/h4>\n\u003cfigure id=\"attachment_29515\" class=\"wp-caption alignright\" style=\"max-width: 140px\">\u003cimg class=\"size-thumbnail wp-image-29515\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/06/mzl.jiinfpoz.320x480-75-140x140.jpg\" alt=\"mzl.jiinfpoz.320x480-75\" width=\"140\" height=\"140\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>Bedtime Math presents a single screen of text, usually containing a bit of history or other interesting bit of news for youngsters. After reading the single page of text, parents click on three different levels of math problem -- Wee Ones, Little Kids, and Big Kids. One example of a Little Kids question: \"If the pool is about 2000 feet long and the Washington Memorial is about 500 feet tall, about how many of those tall Monuments could you lay end to end in the pool?\" Because each question doesn't take long to read and work through, parents may find themselves doing three or four questions each night, answering previous topics and questions they've missed. (The questions go back to February 27, 2012, so you've got well over a year's worth of nightly math questions.)\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>4.\u003c/strong>\u003ca href=\"https://itunes.apple.com/us/app/wild-kratts-creature-math/id585747376?mt=8\">\u003cstrong> Wild Kratts Creature Math\u003c/strong>\u003c/a> (iPad)\u003c/p>\n\u003cfigure id=\"attachment_29516\" class=\"wp-caption alignright\" style=\"max-width: 140px\">\u003cimg class=\"size-thumbnail wp-image-29516\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/06/mzl.bkdrtzlu.480x480-75-140x140.jpg\" alt=\"mzl.bkdrtzlu.480x480-75\" width=\"140\" height=\"140\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>For kids who know and love the PBS show Wild Kratts, each episode teaches viewers about various animals and their habitats, and this app takes that idea and turns it into a math game. Players perform addition and subtraction by tossing items (such as bugs or Power Disks) from one Kratt brother to the other. Getting it right allows players to help an animal settle into a location on the draggable terrain map. But that's only the beginning.\u003c/p>\n\u003cp>Once animals are placed, they'll need to be fed and cared for. Players aren't only learning math, but they're also picking up on facts about certain animals such as what types of foods they eat or where they prefer to seek shelter. Small frowny or smiley faces let you know when an animal is happy or unhappy, and you've got to not only provide them what they're lacking (food, for example), but also successfully answer more math questions to provide the missing elements. Take care of enough animals and answer enough questions correctly, and players will start to collect Creature Badges to show their proficiency in both animal knowledge and math. Up to four players can have their progress saved (each player's map will be saved).\u003c/p>\n\u003ch4>5.\u003ca href=\"https://itunes.apple.com/us/app/operation-math/id487387270?mt=8\"> Operation Math\u003c/a> (iPad)\u003c/h4>\n\u003cfigure id=\"attachment_29517\" class=\"wp-caption alignright\" style=\"max-width: 140px\">\u003cimg class=\"size-thumbnail wp-image-29517\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/06/mzl.gixvtvmo.480x480-75-140x140.jpg\" alt=\"mzl.gixvtvmo.480x480-75\" width=\"140\" height=\"140\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>Without a doubt, this is one of the most creative math apps and is sure to grab a young student's attention. It puts the player in the shoes of a secret agent who must foil the evil plots of Dr. Odd. Dr. Odd is trying to rid the world of even numbers and the player must race against the clock to enter codes (answers) to math problems. Players can choose any combination of addition, subtraction, multiplication, and division and then choose Easy, Medium, or Hard complexity.\u003c/p>\n\u003cp>Math missions are read out loud so players do not have to be strong readers to enjoy the 105 missions. Training is available that doesn't affect a player's ratings, and players can even unlock watches and uniforms to change the appearance of their agent -- plus there is a Records (Achievements) area that tracks how many successful missions have been completed for each assignment. There are currently 15 geographic locations that the player will visit around the globe, and up to 3 players can save their progress. Operation Math won the 2012 Parents' Choice Award from the Parent's Choice Foundation, and the app is definitely one of the most entertaining methods out there for practicing multiplication and division.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cimg class=\"aligncenter size-full wp-image-29519\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/06/missionsuccess.jpg\" alt=\"missionsuccess\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/06/missionsuccess.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/missionsuccess-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/06/missionsuccess-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cbr>\n\u003cstrong>By James Floyd Kelly\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">The number of apps related to teaching various mathematics topics seems to be growing daily, and it can be a difficult to find that needle in a haystack. Here, we found five of those needles, already tested and approved. (These apps are all iOS apps, but a few of them are also available for other operating systems.)\u003c/p>\n\u003cp>For many more ideas for educational apps of all kinds, \u003ca href=\"http://ww2.kqed.org/mindshift/feature/educational-apps/\">look here\u003c/a>.\u003c/p>\n\u003ch4>1. \u003ca href=\"https://itunes.apple.com/us/app/numbers-league/id444781544?mt=8\">Numbers League\u003c/a> (iPad)\u003c/h4>\n\u003cfigure id=\"attachment_29507\" class=\"wp-caption alignright\" style=\"max-width: 140px\">\u003cimg class=\"size-thumbnail wp-image-29507\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/06/mzl.zrokepkn.480x480-75-140x140.jpg\" alt=\"mzl.zrokepkn.480x480-75\" width=\"140\" height=\"140\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>For young kids, the superhero-versus-supervillain aspect of this game is the big draw. Numbers League's primary gameplay involves adding numbers: A villain is presented with a value (between 3 and 20+) and can only be defeated by combining various superheroes and their respective numbers. Kids can play solo or against other players, and with each turn you roll up a new superhero who has a head, torso, and leg/feet value. Add up the three values, 1/2/4 for example, and you've got a superhero with a total value of 7. A villain with a value of 14 might could be defeated using three heroes with values of 7, 5, and 2, for example. Additional features include special gizmos that can add or subtract numbers (+5, -10, etc.) and these can help combat those high and low valued supervillains.\u003c/p>\n\u003ch4> 2. \u003ca href=\"https://itunes.apple.com/us/app/bugsys-math-quest/id642542939?mt=8\">Bugsy's Math Quest\u003c/a> (iPad)\u003c/h4>\n\u003cfigure id=\"attachment_29512\" class=\"wp-caption alignright\" style=\"max-width: 140px\">\u003cimg class=\"size-thumbnail wp-image-29512\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/06/mzl.sufbkgai.320x480-75-140x140.jpg\" alt=\"mzl.sufbkgai.320x480-75\" width=\"140\" height=\"140\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>Bugsy's Math Quest is all about reinforcing the basic 12 x 12 multiplication table everyone has to learn. Each level has the hero, Bugsy, being confronted by a Boss monster that throws up multiplication problems. The player must quickly type in the answer before Bugsy bumps into the monster. After enough questions, Bugsy takes on the Boss directly to finish out a level. Badges are given out (bronze, silver, gold) based on the player's skill. Parents can access the settings and view a visual graph of which questions were missed and which were answered correctly. As the game progresses, additional levels have the player fill in the blank (\"2 x ___ = 8\") so the game has plenty to keep a child busy. For kids ready for division, a simple tap on the Multiplication icon in the upper-left corner of the screen turns the game into a Division-based contest. The Math Guide for the app can also be accessed inside the Settings.\u003c/p>\n\u003ch4>3. \u003ca href=\"https://itunes.apple.com/us/app/bedtime-math/id637910701\">Bedtime Math\u003c/a> (iPhone)\u003c/h4>\n\u003cfigure id=\"attachment_29515\" class=\"wp-caption alignright\" style=\"max-width: 140px\">\u003cimg class=\"size-thumbnail wp-image-29515\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/06/mzl.jiinfpoz.320x480-75-140x140.jpg\" alt=\"mzl.jiinfpoz.320x480-75\" width=\"140\" height=\"140\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>Bedtime Math presents a single screen of text, usually containing a bit of history or other interesting bit of news for youngsters. After reading the single page of text, parents click on three different levels of math problem -- Wee Ones, Little Kids, and Big Kids. One example of a Little Kids question: \"If the pool is about 2000 feet long and the Washington Memorial is about 500 feet tall, about how many of those tall Monuments could you lay end to end in the pool?\" Because each question doesn't take long to read and work through, parents may find themselves doing three or four questions each night, answering previous topics and questions they've missed. (The questions go back to February 27, 2012, so you've got well over a year's worth of nightly math questions.)\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>4.\u003c/strong>\u003ca href=\"https://itunes.apple.com/us/app/wild-kratts-creature-math/id585747376?mt=8\">\u003cstrong> Wild Kratts Creature Math\u003c/strong>\u003c/a> (iPad)\u003c/p>\n\u003cfigure id=\"attachment_29516\" class=\"wp-caption alignright\" style=\"max-width: 140px\">\u003cimg class=\"size-thumbnail wp-image-29516\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/06/mzl.bkdrtzlu.480x480-75-140x140.jpg\" alt=\"mzl.bkdrtzlu.480x480-75\" width=\"140\" height=\"140\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>For kids who know and love the PBS show Wild Kratts, each episode teaches viewers about various animals and their habitats, and this app takes that idea and turns it into a math game. Players perform addition and subtraction by tossing items (such as bugs or Power Disks) from one Kratt brother to the other. Getting it right allows players to help an animal settle into a location on the draggable terrain map. But that's only the beginning.\u003c/p>\n\u003cp>Once animals are placed, they'll need to be fed and cared for. Players aren't only learning math, but they're also picking up on facts about certain animals such as what types of foods they eat or where they prefer to seek shelter. Small frowny or smiley faces let you know when an animal is happy or unhappy, and you've got to not only provide them what they're lacking (food, for example), but also successfully answer more math questions to provide the missing elements. Take care of enough animals and answer enough questions correctly, and players will start to collect Creature Badges to show their proficiency in both animal knowledge and math. Up to four players can have their progress saved (each player's map will be saved).\u003c/p>\n\u003ch4>5.\u003ca href=\"https://itunes.apple.com/us/app/operation-math/id487387270?mt=8\"> Operation Math\u003c/a> (iPad)\u003c/h4>\n\u003cfigure id=\"attachment_29517\" class=\"wp-caption alignright\" style=\"max-width: 140px\">\u003cimg class=\"size-thumbnail wp-image-29517\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/06/mzl.gixvtvmo.480x480-75-140x140.jpg\" alt=\"mzl.gixvtvmo.480x480-75\" width=\"140\" height=\"140\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>Without a doubt, this is one of the most creative math apps and is sure to grab a young student's attention. It puts the player in the shoes of a secret agent who must foil the evil plots of Dr. Odd. Dr. Odd is trying to rid the world of even numbers and the player must race against the clock to enter codes (answers) to math problems. Players can choose any combination of addition, subtraction, multiplication, and division and then choose Easy, Medium, or Hard complexity.\u003c/p>\n\u003cp>Math missions are read out loud so players do not have to be strong readers to enjoy the 105 missions. Training is available that doesn't affect a player's ratings, and players can even unlock watches and uniforms to change the appearance of their agent -- plus there is a Records (Achievements) area that tracks how many successful missions have been completed for each assignment. There are currently 15 geographic locations that the player will visit around the globe, and up to 3 players can save their progress. Operation Math won the 2012 Parents' Choice Award from the Parent's Choice Foundation, and the app is definitely one of the most entertaining methods out there for practicing multiplication and division.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>http://youtu.be/TbNymweHW4E\u003c/p>\n\u003cp>In this episode of the \u003ca href=\"http://www.youtube.com/watch?v=TbNymweHW4E\">Idea Channel\u003c/a>'s always-brilliant explanation of how and why the world works, the focus is on math, and the mind-bending question: Who created math, anyway? \u003c/p>\n\u003cp>\"Unlike physics, chemistry, and biology we can't see it, smell it, or even directly observe it in the universe. And so that has made a lot of really smart people ask, does it actually even EXIST?!?! Similar to the tree falling in the forest, there are people who believe that if no person existed to count, math wouldn't be around at ALL!!!! But is this true? Do we live in a mathless universe? Or if math is a real entity that exists, are there formulas and mathematical concepts out there in the universe that are undiscovered? Or is it all fiction? Whew!!\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv id=\"attachment_26895\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 620px\">\u003cimg class=\"size-large wp-image-26895\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/01/139698456-620x413.jpg\" alt=\"139698456\" width=\"620\" height=\"413\">\n\u003cp class=\"wp-media-credit\">Getty\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">“Polynomial functions!”\u003c/p>\n\u003cp>“Trig identities!”\u003c/p>\n\u003cp>“How about the properties? Commutative, associative, distributive.”\u003c/p>\n\u003cp>So unfolded a laundry list of what a group of math teachers considered the more painful and less necessary concepts covered in the average high school math curriculum.\u003c/p>\n\u003cp>The laments, aired at \u003ca href=\"http://educonphilly.org/\">EduCon 2.5\u003c/a> in Philadelphia at Science Leadership Academy last weekend, were part of a discussion around how to rebuild math instruction under the radically different—and admittedly unlikely—parameters posed by moderator \u003ca href=\"http://www.linkedin.com/pub/mike-thayer/43/254/289\">Mike Thayer\u003c/a>, a math teacher at Summit Public Schools in New Jersey.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Thayer, who also has a background teaching high school physics, proposed a scenario in which high school freshmen would take a one-year course (or a one-semester course in a block scheduling system) that covered the essentials of Algebra 1 and 2, Geometry, and possibly parts of Trigonometry. Any additional math concepts might be learned in a cross-disciplinary fashion through other courses. For example, chemistry teachers would be responsible for teaching\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>“I'd like to delete polynomial functions, but I’d like my students to see a roller coaster and think, ‘There must be math involved in that,’ and to go online and try and figure that out.”\u003c/strong>\u003c/aside>\n\u003cp>students the basics of logarithms while covering the pH scale. Biology teachers would explain concepts of exponential growth to their students when discussing species population and reproduction.\u003c/p>\n\u003cp>The rationale of such a course, Thayer said, would be to create a version of math instruction that more fully lives with the \u003ca href=\"http://en.wikipedia.org/wiki/Inquiry-based_learning\">inquiry-based learning\u003c/a> approach embraced by the \u003ca href=\"http://www.scienceleadership.org/\">Science Leadership Academy\u003c/a>, the public magnet high school where the conference took place. His vision—which hinges on what he concedes is a large assumption that students would enter high school \u003c!--more-->competent in basic computational thinking—is for a course that would both streamline a high school student’s general math experience, and empower and encourage them to learn additional math skills to solve real-world problems of their own interest.\u003c/p>\n\u003cp>As one teacher at the discussion put it: “I'd like to delete polynomial functions, but I’d like my students to see a roller coaster and think, ‘There must be math involved in that,’ and to go online and try and figure that out.”\u003c/p>\n\u003cp>Thayer asked the teachers to consider four questions as they imagined the hypothetical course:\u003c/p>\n\u003col>\n\u003cli>\u003cstrong>WHAT STAYS AND WHAT GOES?\u003c/strong> Consider both what concepts would get more or less emphasis, as well as what method of learning (lectures, work sheets, group work, collaborative projects, etc.) would work best.\u003c/li>\n\u003cli>\u003cstrong>NEXT STEP FOR STUDENTS?\u003c/strong> Options could include more advanced mathematics courses, independent mathematics projects, courses in other subjects that included applicable advanced math concepts, or some combination.\u003c/li>\n\u003cli>\u003cstrong>HOW WOULD TEACHING CHANGE?\u003c/strong> Choose which lessons you'd save and which lessons you'd skip. Envision whether you'd use the same kinds of exercises to develop students skills, and whether you'd structure class time in the same manner, or perhaps utilize it differently.\u003c/li>\n\u003cli>\u003cstrong>WHAT WOULD YOU ASSESS?\u003c/strong> Tests should reflect the purpose of the course, to develop students' understanding of the theoretical and practical purposes of math.\u003c/li>\n\u003c/ol>\n\u003cp>Most of the discussion during the 90-minute talk focused on the first two points, and the group generally agreed the course would need to focus on changing student thought processes.\u003c/p>\n\u003cp>“What I am hearing is that if we would like to really make math meaningful for our students, we need to do things to create the ability for them to be truly mathematical thinkers,” Thayer said at one point after hearing a few responses.\u003c/p>\n\u003cp>There were, however, disagreements over the relative importance of concepts. And a couple of teachers even asked whether geometry would fit within the parameters of such a course.\u003c/p>\n\u003cp>The group also questioned whether a focus on real-world math applications would be the most likely way to spur students into independent investigation, and whether that focus could create an unintended bias in the kind of material covered. As an example, teachers noted that using tools like \u003ca href=\"http://www.101qs.com/\">101 Questions\u003c/a>, a website that asks users to think of a question related to a displayed image, could result in an excessive focus on proportionality.\u003c/p>\n\u003cp>Thayer encouraged such discourse, suggesting it would be essential in his new model.\u003c/p>\n\u003cp>“I think the first thing for us, in order to be masters in context as well as content, is to recognize our strengths and weaknesses,” he said. “I would love for somebody else to be able to come into my classroom and explain why [a concept] is important.”\u003c/p>\n\u003cp>In a speech at EduCon earlier that morning, Philadelphia public schools \u003ca href=\"http://www.phila.k12.pa.us/leadership/#ceo\">Superintendent William Hite\u003c/a> stressed the need for teachers to move from content to context expertise. And \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/what-does-it-take-to-fully-embrace-inquiry-learning/\">in a later discussion\u003c/a>, Science Leadership Academy founding Principal Chris Lehmann conceded such an approach could be more difficult in a math classroom, but not impossible.\u003c/p>\n\u003cp>Thayer, meanwhile, warned that if math teachers didn’t find a way to make that difficult shift, they could be marginalized.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“Most of the stuff we teach” in traditional courses, he said, “the \u003ca href=\"http://www.khanacademy.org/\">Khan Academy\u003c/a> does it for free.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Thayer, who also has a background teaching high school physics, proposed a scenario in which high school freshmen would take a one-year course (or a one-semester course in a block scheduling system) that covered the essentials of Algebra 1 and 2, Geometry, and possibly parts of Trigonometry. Any additional math concepts might be learned in a cross-disciplinary fashion through other courses. For example, chemistry teachers would be responsible for teaching\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>“I'd like to delete polynomial functions, but I’d like my students to see a roller coaster and think, ‘There must be math involved in that,’ and to go online and try and figure that out.”\u003c/strong>\u003c/aside>\n\u003cp>students the basics of logarithms while covering the pH scale. Biology teachers would explain concepts of exponential growth to their students when discussing species population and reproduction.\u003c/p>\n\u003cp>The rationale of such a course, Thayer said, would be to create a version of math instruction that more fully lives with the \u003ca href=\"http://en.wikipedia.org/wiki/Inquiry-based_learning\">inquiry-based learning\u003c/a> approach embraced by the \u003ca href=\"http://www.scienceleadership.org/\">Science Leadership Academy\u003c/a>, the public magnet high school where the conference took place. 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Envision whether you'd use the same kinds of exercises to develop students skills, and whether you'd structure class time in the same manner, or perhaps utilize it differently.\u003c/li>\n\u003cli>\u003cstrong>WHAT WOULD YOU ASSESS?\u003c/strong> Tests should reflect the purpose of the course, to develop students' understanding of the theoretical and practical purposes of math.\u003c/li>\n\u003c/ol>\n\u003cp>Most of the discussion during the 90-minute talk focused on the first two points, and the group generally agreed the course would need to focus on changing student thought processes.\u003c/p>\n\u003cp>“What I am hearing is that if we would like to really make math meaningful for our students, we need to do things to create the ability for them to be truly mathematical thinkers,” Thayer said at one point after hearing a few responses.\u003c/p>\n\u003cp>There were, however, disagreements over the relative importance of concepts. 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"content": "\u003cfigure id=\"attachment_26721\" class=\"wp-caption alignright\" style=\"max-width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/how-math-is-getting-its-groove-back/screen-shot-2013-01-24-at-9-38-46-am-2/\" rel=\"attachment wp-att-26721\">\u003cimg class=\"size-large wp-image-26721\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/01/Screen-Shot-2013-01-24-at-9.38.46-AM1-620x411.png\" alt=\"\" width=\"620\" height=\"411\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch5>By Rebecca Jacobson\u003c/h5>\n\u003cp class=\"dropcap-serif\">Carrie Lewis and Kelly Steele's fifth grade students slide and spin across the classroom floor, doing the hustle, the robot, and the running man. While it may look at first glance like goofing off, these students are actually dancing for a higher cause...math.\u003c/p>\n\u003cp>Lewis, a STEM specialist for Virginia's Lynchburg city schools, and Steele, who teaches gifted education in Bedford county, Virginia, are both math enthusiasts eager to instill in their students a love of the subject. And dancing, they hoped, might be just the thing to help tackle a common fifth-grade learning deficit -- number patterns.\u003c/p>\n\u003cp>\"Dances are patterns,\" Lewis said. \"We had identified that our students had trouble with patterns and this was a way to get them involved in it.\"\u003c/p>\n\u003cp>Both teachers are part of \u003ca href=\"http://sbc.edu/news/uncategorized/college-recognized-impact-stem-education/\">Sweet Briar College's STEM teacher education program\u003c/a>, where they worked together to design \u003ca href=\"http://www.stem4teachers.org/2012/05/24/dance-by-number/\">\"dance by numbers,\"\u003c/a> a lesson plan that relies on dance to teach pattern recognition. In the video above, Lewis explains how the lesson works.\u003c/p>\n\u003cp>\u003cstrong>IDENTIFYING A PATTERN\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The first step was to turn a dance routine into a number pattern. Students logged onto the \u003ca href=\"http://www.pillsbury.com/doughboy/dancing\">Pillsbury Dough Boy website\u003c/a> and watched, studied and deconstructed the cartoon mascot's six dance moves. They assigned each step a number, and charted the patterns in his dance.\u003c!--more-->\u003c/p>\n\u003cp>\"Once they translated the number to a movement, they began to see how it would be really easy to get a pattern,\" Lewis said. \"I had them watch \u003ca href=\"http://www.mtv.com/shows/dance_crew/season_7/series.jhtml\">'America's Best Dance Crew' \u003c/a>so they could see that they're just doing the same thing over and over again.\"\u003c/p>\n\u003cp>\u003cstrong>MAKING THEIR OWN MOVES \u003c/strong>\u003c/p>\n\u003cp>The students then choreographed their own dance routines. The teachers required that each routine contain at least five moves that repeated at least once. Songs were to be set to instrumental music of the students' choice -- some opted for hip-hop; others for the Mario Bros theme.\u003c/p>\n\u003cp>Using stopwatches to clock the average time of their routine, students were asked to then calculate how many times their pattern would repeat throughout the course of the song, and then \u003c!--more-->turn the resulting data into a graph.\u003c/p>\n\u003cp>\"If your song is 100 seconds, how many repetitions will you do of your dance?,\" Steele said. \"If you use the extended version of your dance, 200 seconds, how many repetitions do you need to do? They are using their graph to figure that information out.\"\u003c/p>\n\u003cp>\u003cstrong>ANALYZING THE DANCE \u003c/strong>\u003c/p>\n\u003cp>Finally, each group performed their original routine for their classmates. And midway through the dance, they'd freeze, and the class would be asked to predict the next move in the pattern. (Lewis called these \"jump-ins.\")\u003c/p>\n\u003cp>In addition to patterns and graphing, the dance lesson helps students with averaging and calculating elapsed time, along with multiplication and division.\u003c/p>\n\u003cp>\"If their pattern was seven [steps] long and they were asked what jump-in 23 was, rather than sit there and count, count, count, they realized they could do multiples,\" Lewis said. \"You could almost see that light bulb go on.\"\u003c/p>\n\u003cp>\"Dance by numbers\" received enthusiastic feedback from a regional conference for STEM teachers, said Arlene Vinion-Dubiel at Sweet Briar College, who helped the teachers implement their lesson plan.\u003c/p>\n\u003cp>And inside the classroom, results were tangible. Math test scores went up. Shy students happily break-danced at the front of the class. One group performed their routine for the school talent show last year.\u003c/p>\n\u003cp>\"They were 100% into it,\" Steele said, who expected the boys in her rural classes wouldn't dance in front of their peers.\u003c/p>\n\u003cp>\"Math is such a challenge,\" Lewis added. \"What you're trying to teach them is that what they're learning isn't isolated to a work sheet. That's what STEM is all about -- letting the measurements or the math speak to you and letting it teach you something.\"\u003c/p>\n\u003cp>Watch the students in action \u003ca href=\"http://www.youtube.com/watch?feature=player_embedded&v=ssmB_MtgJ_k#!\">here\u003c/a>:\u003cbr>\nhttp://youtu.be/ssmB_MtgJ_k\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Via \u003ca href=\"http://www.pbs.org/newshour/rundown/2013/01/how-math-got-its-groove-back.html\">PBS NewsHour.\u003c/a>\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_26721\" class=\"wp-caption alignright\" style=\"max-width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/how-math-is-getting-its-groove-back/screen-shot-2013-01-24-at-9-38-46-am-2/\" rel=\"attachment wp-att-26721\">\u003cimg class=\"size-large wp-image-26721\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/01/Screen-Shot-2013-01-24-at-9.38.46-AM1-620x411.png\" alt=\"\" width=\"620\" height=\"411\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch5>By Rebecca Jacobson\u003c/h5>\n\u003cp class=\"dropcap-serif\">Carrie Lewis and Kelly Steele's fifth grade students slide and spin across the classroom floor, doing the hustle, the robot, and the running man. While it may look at first glance like goofing off, these students are actually dancing for a higher cause...math.\u003c/p>\n\u003cp>Lewis, a STEM specialist for Virginia's Lynchburg city schools, and Steele, who teaches gifted education in Bedford county, Virginia, are both math enthusiasts eager to instill in their students a love of the subject. And dancing, they hoped, might be just the thing to help tackle a common fifth-grade learning deficit -- number patterns.\u003c/p>\n\u003cp>\"Dances are patterns,\" Lewis said. \"We had identified that our students had trouble with patterns and this was a way to get them involved in it.\"\u003c/p>\n\u003cp>Both teachers are part of \u003ca href=\"http://sbc.edu/news/uncategorized/college-recognized-impact-stem-education/\">Sweet Briar College's STEM teacher education program\u003c/a>, where they worked together to design \u003ca href=\"http://www.stem4teachers.org/2012/05/24/dance-by-number/\">\"dance by numbers,\"\u003c/a> a lesson plan that relies on dance to teach pattern recognition. In the video above, Lewis explains how the lesson works.\u003c/p>\n\u003cp>\u003cstrong>IDENTIFYING A PATTERN\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The first step was to turn a dance routine into a number pattern. Students logged onto the \u003ca href=\"http://www.pillsbury.com/doughboy/dancing\">Pillsbury Dough Boy website\u003c/a> and watched, studied and deconstructed the cartoon mascot's six dance moves. They assigned each step a number, and charted the patterns in his dance.\u003c!--more-->\u003c/p>\n\u003cp>\"Once they translated the number to a movement, they began to see how it would be really easy to get a pattern,\" Lewis said. \"I had them watch \u003ca href=\"http://www.mtv.com/shows/dance_crew/season_7/series.jhtml\">'America's Best Dance Crew' \u003c/a>so they could see that they're just doing the same thing over and over again.\"\u003c/p>\n\u003cp>\u003cstrong>MAKING THEIR OWN MOVES \u003c/strong>\u003c/p>\n\u003cp>The students then choreographed their own dance routines. The teachers required that each routine contain at least five moves that repeated at least once. Songs were to be set to instrumental music of the students' choice -- some opted for hip-hop; others for the Mario Bros theme.\u003c/p>\n\u003cp>Using stopwatches to clock the average time of their routine, students were asked to then calculate how many times their pattern would repeat throughout the course of the song, and then \u003c!--more-->turn the resulting data into a graph.\u003c/p>\n\u003cp>\"If your song is 100 seconds, how many repetitions will you do of your dance?,\" Steele said. \"If you use the extended version of your dance, 200 seconds, how many repetitions do you need to do? They are using their graph to figure that information out.\"\u003c/p>\n\u003cp>\u003cstrong>ANALYZING THE DANCE \u003c/strong>\u003c/p>\n\u003cp>Finally, each group performed their original routine for their classmates. And midway through the dance, they'd freeze, and the class would be asked to predict the next move in the pattern. (Lewis called these \"jump-ins.\")\u003c/p>\n\u003cp>In addition to patterns and graphing, the dance lesson helps students with averaging and calculating elapsed time, along with multiplication and division.\u003c/p>\n\u003cp>\"If their pattern was seven [steps] long and they were asked what jump-in 23 was, rather than sit there and count, count, count, they realized they could do multiples,\" Lewis said. \"You could almost see that light bulb go on.\"\u003c/p>\n\u003cp>\"Dance by numbers\" received enthusiastic feedback from a regional conference for STEM teachers, said Arlene Vinion-Dubiel at Sweet Briar College, who helped the teachers implement their lesson plan.\u003c/p>\n\u003cp>And inside the classroom, results were tangible. Math test scores went up. Shy students happily break-danced at the front of the class. One group performed their routine for the school talent show last year.\u003c/p>\n\u003cp>\"They were 100% into it,\" Steele said, who expected the boys in her rural classes wouldn't dance in front of their peers.\u003c/p>\n\u003cp>\"Math is such a challenge,\" Lewis added. \"What you're trying to teach them is that what they're learning isn't isolated to a work sheet. That's what STEM is all about -- letting the measurements or the math speak to you and letting it teach you something.\"\u003c/p>\n\u003cp>Watch the students in action \u003ca href=\"http://www.youtube.com/watch?feature=player_embedded&v=ssmB_MtgJ_k#!\">here\u003c/a>:\u003cbr>\u003c/p>\u003cp>\u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutube'>\n \u003cspan class='utils-parseShortcode-shortcodes-__youtubeShortcode__embedYoutubeInside'>\n \u003ciframe\n loading='lazy'\n class='utils-parseShortcode-shortcodes-__youtubeShortcode__youtubePlayer'\n type='text/html'\n src='//www.youtube.com/embed/ssmB_MtgJ_k'\n title='//www.youtube.com/embed/ssmB_MtgJ_k'\n allowfullscreen='true'\n style='border:0;'>\u003c/iframe>\n \u003c/span>\n \u003c/span>\u003c/p>\u003cp>\u003cp>\u003c/p>\n\u003cp>\u003cem>Via \u003ca href=\"http://www.pbs.org/newshour/rundown/2013/01/how-math-got-its-groove-back.html\">PBS NewsHour.\u003c/a>\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cdiv id=\"attachment_25670\" class=\"module image alignright mceTemp\" style=\"width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/why-nate-silver-can-save-math-education-in-america/silverhead_fin/\" rel=\"attachment wp-att-25670\">\u003cimg class=\"size-large wp-image-25670\" title=\"silverhead_fin\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/12/silverhead_fin-620x413.jpg\" alt=\"\" width=\"620\" height=\"413\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Ian Hill/Thinkstock/Penguin\u003c/p>\n\u003c/div>\n\u003ch5>By Nikhil Goyal\u003c/h5>\n\u003cp class=\"dropcap-serif\">Call it \"The Triumph of Nerds.\" Poll statisticians have risen to rock star status. One of the most famous is \u003cem>New York Times'\u003c/em> wunderkind Nate Silver -- or as Jon Stewart put it, \"Lord and god of the algorithm.\" He may be best known for \u003ca href=\"http://www.wired.com/underwire/2012/11/nate-silver-facts-election/\">predicting the 44th president\u003c/a>, but Silver could be the one man who can save mathematics education in America.\u003c/p>\n\u003cp>Silver, who first gained notoriety for forecasting the performance of Major League Baseball players and for correctly predicted the winner of 49 of 50 states in the 2008 election, can save the tattered reputation of math subjects.\u003c/p>\n\u003cp>For students across the country, there's clearly an engagement deficit in the subject. Paul Lockhart, a math teacher in New York, writes in \u003cem>A Mathematician's Lament\u003c/em> [\u003ca href=\"http://www.maa.org/devlin/lockhartslament.pdf\">PDF\u003c/a>] that if he had to design a system for the express purpose of destroying a child’s natural curiosity and love of pattern-making, he couldn’t possible do a better job than is currently being done. He explains that he simply wouldn’t have the “imagination to come up with the kind of senseless, soul-crushing ideas that constitute contemporary mathematics education.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>He has the potential to telegraph an important message to kids: It's O.K. to be a math nerd.\u003c/p>\n\u003c/aside>\n\u003cp>Across the land, kids hate math. You can hear it in their constant groans and see it in their deranged faces. They ask their teachers, \"When am I ever going to use this in life?\" On most occasions, they never will. Even President Obama agrees. He \u003ca href=\"http://www.thedailybeast.com/articles/2012/10/25/obama-does-jay-leno-president-riffs-on-the-economy-afghanistan-rape-his-math-deficiency.html\">recently said on the \u003cem>Tonight Show\u003c/em>\u003c/a>, \"The math stuff I was fine with until seventh grade. Malia is now a freshmen in high school and I'm pretty lost. It's tough.\" And no wonder -- the system is suffering from a tragic case of nostalgia. \u003c!--more-->The origins of the current curriculum draw back to 1892 when the Committee of Ten hashed out a standard curriculum, which would eventually be adopted almost unanimously by schools.\u003c/p>\n\u003cp>As a result, the potential to love and embrace math is being squandered -- perhaps even the future of potential Nate Silvers and Nobel Laureates. As students progress from grade to grade, many start \u003ca href=\"http://www.torontosun.com/2012/06/05/report-older-students-lose-interest-in-math-science\">losing interest in math\u003c/a>.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>There are lots of reasons for this. In the current system, students' confidence in their math abilities becomes undermined, according to a \u003ca href=\"http://usatoday30.usatoday.com/news/opinion/forum/story/2012-07-09/math-education-remedial-algebra/56118128/1\">Duke University study\u003c/a>. Math is taught as computation rather than a means of exploration and discovery. Instead of engaging in meaningful problems and learning in depth rather than breadth, kids are assigned frivolous, repetitive problems. And finally, the way math is generally taught has no relevance to real life. School has become a practice of learning tricks for the test one week and forgetting the next. In elementary schools, kids come to understand that they're expected to follow directions, fill out worksheets, and master a set of concepts.\u003c/p>\n\u003cp>Our process of transferring from subject to subject in math is also broken. The curriculum pyramid is founded on arithmetic and algebra, all building up to one subject -- at the top of the pyramid is calculus. While mathematicians, engineers, physicists, and particular scientists use calculus in meaningful ways, in their day-to-day lives, most people do not. Ironically, M.I.T. graduates, who are trained in science and mathematics, said in a\u003ca href=\"http://www.tonywagner.com/resources/the-global-achievement-gap\"> survey regarding their daily use of math\u003c/a> that most use nothing more than arithmetic, statistics, and probability.\u003c/p>\n\u003cp>Sol Garfunkel and David Mumford in a \u003ca href=\"http://www.nytimes.com/2011/08/25/opinion/how-to-fix-our-math-education.html\">New York Times Op-Ed\u003c/a> summed it up nicely: \"Imagine replacing the sequence of algebra, geometry and calculus with a sequence of finance, data and basic engineering. In the data course, students would gather their own data sets and learn how, in fields as diverse as sports and medicine, larger samples give better estimates of averages.\" Clifford Konold, a professor at the University of Massachusetts, \u003ca href=\"http://www.nytimes.com/2001/11/28/national/portraits/28LESS.html\">counted data displays in \u003cem>The New York Times\u003c/em>\u003c/a> and found that in 1972, there were four graphs or tables in 10 consecutive weekday editions, excluding the sports and business sections. There were eight in 1982 and 44 in 1992. Next year, he could find more than 100. His conclusion: statistical reasoning is an indispensable skill.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>\u003cstrong>RELATED READING:\u003c/strong>\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-do-you-spark-a-love-of-math-in-kids/\">How Do You Spark a Love of Math in Kids?\u003cstrong>\u003c/strong>\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/why-learning-should-be-messy/\">Why Learning Should Be Messy\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/important-facts-to-know-about-learning-math/\">Important Facts to Know About Learning Math\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>Fortunately, many universities are scrambling to teach statistics and probability, especially through sports. In \u003ca href=\"http://www.nytimes.com/2011/11/06/education/edlife/at-moneyball-u-what-are-the-odds.html?pagewanted=all\">one class at James Madison University\u003c/a>, students used the example of Steve Nash of the Phoenix Suns and free throws to learn the probability of coin tosses. Last year's hit film \u003cem>Moneyball\u003c/em> popularized the power of probability from predicting division standings to on-base percentages.\u003c/p>\n\u003cp>Just weeks after the election, Nate Silver's \u003ca href=\"http://mashable.com/2012/11/07/nate-silver-wins/\">Triumph of the Nerds\u003c/a>, his renowned legacy and dedication to numbers, has the potential to telegraph an important message to kids: It's O.K. to be a math nerd. Numbers can actually mean something in the grand scheme of things. We need more people who can number crunch and predict and prize math.\u003c/p>\n\u003cp>If parents and teachers use Silver's groundbreaking work to talk to young people about civics, polls, statistics, and numbers, the power and beauty of mathematics, kids can experience this fascinating subject could be experienced in a whole new way.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Nikhil Goyal is a senior at Syosset High School in Woodbury, New York, and the author of \u003ca href=\"http://www.amazon.com/gp/product/0974525219/ref=cm_cr_pr_product_top\">One Size Does Not Fit All: A Student’s Assessment of School.\u003c/a>\u003c/em>\u003c/p>\n\n",
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"description": "Ian Hill/Thinkstock/Penguin By Nikhil Goyal Call it "The Triumph of Nerds." Poll statisticians have risen to rock star status. One of the most famous is New York Times' wunderkind Nate Silver -- or as Jon Stewart put it, "Lord and god of the algorithm." He may be best known for predicting the 44th president, but",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_25670\" class=\"module image alignright mceTemp\" style=\"width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/12/why-nate-silver-can-save-math-education-in-america/silverhead_fin/\" rel=\"attachment wp-att-25670\">\u003cimg class=\"size-large wp-image-25670\" title=\"silverhead_fin\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/12/silverhead_fin-620x413.jpg\" alt=\"\" width=\"620\" height=\"413\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Ian Hill/Thinkstock/Penguin\u003c/p>\n\u003c/div>\n\u003ch5>By Nikhil Goyal\u003c/h5>\n\u003cp class=\"dropcap-serif\">Call it \"The Triumph of Nerds.\" Poll statisticians have risen to rock star status. One of the most famous is \u003cem>New York Times'\u003c/em> wunderkind Nate Silver -- or as Jon Stewart put it, \"Lord and god of the algorithm.\" He may be best known for \u003ca href=\"http://www.wired.com/underwire/2012/11/nate-silver-facts-election/\">predicting the 44th president\u003c/a>, but Silver could be the one man who can save mathematics education in America.\u003c/p>\n\u003cp>Silver, who first gained notoriety for forecasting the performance of Major League Baseball players and for correctly predicted the winner of 49 of 50 states in the 2008 election, can save the tattered reputation of math subjects.\u003c/p>\n\u003cp>For students across the country, there's clearly an engagement deficit in the subject. Paul Lockhart, a math teacher in New York, writes in \u003cem>A Mathematician's Lament\u003c/em> [\u003ca href=\"http://www.maa.org/devlin/lockhartslament.pdf\">PDF\u003c/a>] that if he had to design a system for the express purpose of destroying a child’s natural curiosity and love of pattern-making, he couldn’t possible do a better job than is currently being done. He explains that he simply wouldn’t have the “imagination to come up with the kind of senseless, soul-crushing ideas that constitute contemporary mathematics education.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>He has the potential to telegraph an important message to kids: It's O.K. to be a math nerd.\u003c/p>\n\u003c/aside>\n\u003cp>Across the land, kids hate math. You can hear it in their constant groans and see it in their deranged faces. They ask their teachers, \"When am I ever going to use this in life?\" On most occasions, they never will. Even President Obama agrees. He \u003ca href=\"http://www.thedailybeast.com/articles/2012/10/25/obama-does-jay-leno-president-riffs-on-the-economy-afghanistan-rape-his-math-deficiency.html\">recently said on the \u003cem>Tonight Show\u003c/em>\u003c/a>, \"The math stuff I was fine with until seventh grade. Malia is now a freshmen in high school and I'm pretty lost. It's tough.\" And no wonder -- the system is suffering from a tragic case of nostalgia. \u003c!--more-->The origins of the current curriculum draw back to 1892 when the Committee of Ten hashed out a standard curriculum, which would eventually be adopted almost unanimously by schools.\u003c/p>\n\u003cp>As a result, the potential to love and embrace math is being squandered -- perhaps even the future of potential Nate Silvers and Nobel Laureates. As students progress from grade to grade, many start \u003ca href=\"http://www.torontosun.com/2012/06/05/report-older-students-lose-interest-in-math-science\">losing interest in math\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>There are lots of reasons for this. In the current system, students' confidence in their math abilities becomes undermined, according to a \u003ca href=\"http://usatoday30.usatoday.com/news/opinion/forum/story/2012-07-09/math-education-remedial-algebra/56118128/1\">Duke University study\u003c/a>. Math is taught as computation rather than a means of exploration and discovery. Instead of engaging in meaningful problems and learning in depth rather than breadth, kids are assigned frivolous, repetitive problems. And finally, the way math is generally taught has no relevance to real life. School has become a practice of learning tricks for the test one week and forgetting the next. In elementary schools, kids come to understand that they're expected to follow directions, fill out worksheets, and master a set of concepts.\u003c/p>\n\u003cp>Our process of transferring from subject to subject in math is also broken. The curriculum pyramid is founded on arithmetic and algebra, all building up to one subject -- at the top of the pyramid is calculus. While mathematicians, engineers, physicists, and particular scientists use calculus in meaningful ways, in their day-to-day lives, most people do not. Ironically, M.I.T. graduates, who are trained in science and mathematics, said in a\u003ca href=\"http://www.tonywagner.com/resources/the-global-achievement-gap\"> survey regarding their daily use of math\u003c/a> that most use nothing more than arithmetic, statistics, and probability.\u003c/p>\n\u003cp>Sol Garfunkel and David Mumford in a \u003ca href=\"http://www.nytimes.com/2011/08/25/opinion/how-to-fix-our-math-education.html\">New York Times Op-Ed\u003c/a> summed it up nicely: \"Imagine replacing the sequence of algebra, geometry and calculus with a sequence of finance, data and basic engineering. In the data course, students would gather their own data sets and learn how, in fields as diverse as sports and medicine, larger samples give better estimates of averages.\" Clifford Konold, a professor at the University of Massachusetts, \u003ca href=\"http://www.nytimes.com/2001/11/28/national/portraits/28LESS.html\">counted data displays in \u003cem>The New York Times\u003c/em>\u003c/a> and found that in 1972, there were four graphs or tables in 10 consecutive weekday editions, excluding the sports and business sections. There were eight in 1982 and 44 in 1992. Next year, he could find more than 100. His conclusion: statistical reasoning is an indispensable skill.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>\u003cstrong>RELATED READING:\u003c/strong>\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-do-you-spark-a-love-of-math-in-kids/\">How Do You Spark a Love of Math in Kids?\u003cstrong>\u003c/strong>\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/why-learning-should-be-messy/\">Why Learning Should Be Messy\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/important-facts-to-know-about-learning-math/\">Important Facts to Know About Learning Math\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>Fortunately, many universities are scrambling to teach statistics and probability, especially through sports. In \u003ca href=\"http://www.nytimes.com/2011/11/06/education/edlife/at-moneyball-u-what-are-the-odds.html?pagewanted=all\">one class at James Madison University\u003c/a>, students used the example of Steve Nash of the Phoenix Suns and free throws to learn the probability of coin tosses. Last year's hit film \u003cem>Moneyball\u003c/em> popularized the power of probability from predicting division standings to on-base percentages.\u003c/p>\n\u003cp>Just weeks after the election, Nate Silver's \u003ca href=\"http://mashable.com/2012/11/07/nate-silver-wins/\">Triumph of the Nerds\u003c/a>, his renowned legacy and dedication to numbers, has the potential to telegraph an important message to kids: It's O.K. to be a math nerd. Numbers can actually mean something in the grand scheme of things. We need more people who can number crunch and predict and prize math.\u003c/p>\n\u003cp>If parents and teachers use Silver's groundbreaking work to talk to young people about civics, polls, statistics, and numbers, the power and beauty of mathematics, kids can experience this fascinating subject could be experienced in a whole new way.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Nikhil Goyal is a senior at Syosset High School in Woodbury, New York, and the author of \u003ca href=\"http://www.amazon.com/gp/product/0974525219/ref=cm_cr_pr_product_top\">One Size Does Not Fit All: A Student’s Assessment of School.\u003c/a>\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "How Teachers Mix Online Math with Classroom Instruction",
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"content": "\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/how-teachers-mix-online-math-with-classroom-instruction/attachment/153803353/\" rel=\"attachment wp-att-24928\">\u003cimg class=\"alignright size-large wp-image-24928\" title=\"153803353\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/11/153803353-620x370.jpg\" alt=\"\" width=\"620\" height=\"370\">\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">As schools start experimenting with educational software -- or \u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/whats-the-best-way-of-using-computers-in-schools/\">blended learning\u003c/a> -- teachers are trying to find ways of using tech to enhance learning in different subjects. When it comes to math, specifically, the tactics vary widely -- from using software for remediation, to practicing drills and exercises to move students ahead at their own pace, to completely re-conceptualizing the traditional classroom model.\u003c/p>\n\u003cp>The one underlying common thread? Using online math has begun to change teachers' perspectives. Here's how blended learning in math is taking shape in three California schools.\u003c/p>\n\u003cp>\u003cstrong>BREAKING DOWN WALLS\u003c/strong>\u003c/p>\n\u003cp>Two \u003ca href=\"http://www.summitps.org/\">Summit charter schools\u003c/a> in San Jose, Calif. provide examples of blended learning that completely deconstruct the traditional classroom model. Just opened last year, Rainier and Tahoma have taken advantage of their one-to-one computer program to experiment with \u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/the-khan-academy-opens-its-virtual-doors-carefully/\">Khan Academy videos\u003c/a> for math instruction. When the program first began, teachers introduced a concept, then had students do practice exercises using Khan Academy, which also provided assessment results for the teacher.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“I liked that model because it freed me up to do high-quality targeted instruction,” said Zack Miller a math teacher.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>“A computer as of yet cannot help a student develop that deep mathematical reasoning and connecting concepts”\u003c/p>\n\u003c/aside>\n\u003cp>But Miller found this model unsatisfying in some ways. The ninth-grade class was working at more or less the same pace, with the only differentiation being the varying levels. “My biggest struggle last year was I had too many different skill levels in there and I had to kind of teach to one pace,” Miller said. “I kept thinking, 'If I could only break down the walls.'”\u003c/p>\n\u003cp>This year, that’s exactly what Summit Rainier and Tahoma did. They’ve built one large math room for 200 kids, with smaller rooms branching off the main room that are set aside for assessments, projects and individual tutoring. Teachers work in teams of seven, alternating between teaching \u003c!--more-->mini-lessons at the “tutoring bar,” roaming around the room offering help and supervising more in-depth projects designed for applying concepts students have learned.\u003c/p>\n\u003cp>It sounds chaotic, but Miller prefers it. Students at Rainier and Tahoma have individualized lesson plans that are not related to their grade level. In a typical day, students come in and check the schedule for the goal they should be working on that day. Then, if the mini-lesson on that skill is scheduled, they head over to the tutoring bar; if not, they open up a “playlist” of online resources for that concept and familiarize themselves with the topic using online tools before heading to the seminar later in the period. The students rotate between computer practice, seminars and individualized instruction for a two-hour math period.\u003c/p>\n\u003cp>Once a student has mastered a concept, she takes a computerized assessment that gauges her level of competency. But that computer score is not what defines that student's learning, according to Miller.\u003c/p>\n\u003cp>“Too often we have these machine readable assessments and then students think that math is picking the right multiple choice question,” Miller said. Once students have mastered a set of skills, they complete projects to demonstrate its real-world applications. For example, to show mastery of quadratics, Miller’s students designed a water fountain with a perfect water arc for people of various heights.\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003ch5>RELATED READING\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/three-trends-that-define-the-future-of-teaching-and-learning-2/\">Three Trends That Define the Future of Teaching and Learning\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/are-online-math-programs-better-than-literacy/\">Do Online Math Programs Work?\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/whats-the-best-way-of-using-computers-in-schools/\">To Make Blended Learning Work, Teachers Try Different Tactics\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>Rainier and Tahoma have a project coordinator in the math classroom who keeps an eye on how all the parts work together. She’s in charge of identifying the problem points and working to come up with solutions.\u003c/p>\n\u003cp>\u003cstrong>PROVIDING DEPTH \u003c/strong>\u003c/p>\n\u003cp>Another school in Oakland, Calif., Crocker Highlands Elementary, uses math software in a different way. Students have lab time once a week when they work on the \u003ca href=\"http://www.aleks.com/\">ALEKS\u003c/a> math software. Ashley Foster teaches fourth grade and is attempting to find ways to integrate the online learning into her direct instruction in class. While there have always been differences in comprehension in the classroom, now some of her students are actually doing fifth-grade math on the computer program while they're in fourth grade. She still teaches the fourth-grade math in class, but she’s left asking herself questions like, “How do I challenge this student” and “Does the student feel alone when they are doing this?” because they've zoomed ahead to the next levels on the math software.\u003c/p>\n\u003cp>Foster’s solution has been to send kids who have mastered a concept into the hall to do “challenge time” -- in-depth word problems that inspire critical thinking. But those more difficult concepts soon became the goal for other kids in class. Soon “challenge time” became a reward for understanding the material and all the kids wanted to work on word problems. Foster found a way to allow kids to move at different paces through the material -- and inspired everyone in class to move ahead.\u003c/p>\n\u003cp>\u003cstrong>SOFTWARE FOR REMEDIATION\u003c/strong>\u003c/p>\n\u003cp>Another Bay Area school uses math software for a completely different reason. At Summit Everest in Redwood City blended learning is used to close the gap between different levels of learners. The school's population reflects its district, which covers the whole economic spectrum: 40% free and reduced lunch and a mixed-race population.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>“My biggest struggle last year was I had too many different skill levels in there and I had to kind of teach to one pace.”\u003c/p>\n\u003c/aside>\n\u003cp>Kyle Moyer teaches AP Calculus to seniors, but some of his students aren’t ready for the course. The school’s mission is to graduate high school students who are both college ready and equipped to succeed in college once they get there. But many come into his math class at a huge skill deficit, so he uses the software to identify the holes and gaps and help fill them.\u003c/p>\n\u003cp>But teaching some kids basic math while others learn advanced calculus in the same room is a tough juggling act. Adjusting to the tech tools for grading and data analysis hasn’t been easy either. Moyer says he’ll start class by discussing a broad concept that all learners can understand, then he’ll break the class into groups with some kids working to catch up on the computer and others learning calculus. He then moves around and provides individual help.\u003c/p>\n\u003cp>Moyer says the technology has its place and it has certainly helped many struggling students catch up. But it has limitations. “A computer as of yet cannot help a student develop that deep mathematical reasoning and connecting concepts in various areas,” Moyer said.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>That’s his job, but he hopes that the software will give struggling learners a more robust mathematical “arsenal.”\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/how-teachers-mix-online-math-with-classroom-instruction/attachment/153803353/\" rel=\"attachment wp-att-24928\">\u003cimg class=\"alignright size-large wp-image-24928\" title=\"153803353\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/11/153803353-620x370.jpg\" alt=\"\" width=\"620\" height=\"370\">\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">As schools start experimenting with educational software -- or \u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/whats-the-best-way-of-using-computers-in-schools/\">blended learning\u003c/a> -- teachers are trying to find ways of using tech to enhance learning in different subjects. When it comes to math, specifically, the tactics vary widely -- from using software for remediation, to practicing drills and exercises to move students ahead at their own pace, to completely re-conceptualizing the traditional classroom model.\u003c/p>\n\u003cp>The one underlying common thread? Using online math has begun to change teachers' perspectives. Here's how blended learning in math is taking shape in three California schools.\u003c/p>\n\u003cp>\u003cstrong>BREAKING DOWN WALLS\u003c/strong>\u003c/p>\n\u003cp>Two \u003ca href=\"http://www.summitps.org/\">Summit charter schools\u003c/a> in San Jose, Calif. provide examples of blended learning that completely deconstruct the traditional classroom model. Just opened last year, Rainier and Tahoma have taken advantage of their one-to-one computer program to experiment with \u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/the-khan-academy-opens-its-virtual-doors-carefully/\">Khan Academy videos\u003c/a> for math instruction. When the program first began, teachers introduced a concept, then had students do practice exercises using Khan Academy, which also provided assessment results for the teacher.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“I liked that model because it freed me up to do high-quality targeted instruction,” said Zack Miller a math teacher.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>“A computer as of yet cannot help a student develop that deep mathematical reasoning and connecting concepts”\u003c/p>\n\u003c/aside>\n\u003cp>But Miller found this model unsatisfying in some ways. The ninth-grade class was working at more or less the same pace, with the only differentiation being the varying levels. “My biggest struggle last year was I had too many different skill levels in there and I had to kind of teach to one pace,” Miller said. “I kept thinking, 'If I could only break down the walls.'”\u003c/p>\n\u003cp>This year, that’s exactly what Summit Rainier and Tahoma did. They’ve built one large math room for 200 kids, with smaller rooms branching off the main room that are set aside for assessments, projects and individual tutoring. Teachers work in teams of seven, alternating between teaching \u003c!--more-->mini-lessons at the “tutoring bar,” roaming around the room offering help and supervising more in-depth projects designed for applying concepts students have learned.\u003c/p>\n\u003cp>It sounds chaotic, but Miller prefers it. Students at Rainier and Tahoma have individualized lesson plans that are not related to their grade level. In a typical day, students come in and check the schedule for the goal they should be working on that day. Then, if the mini-lesson on that skill is scheduled, they head over to the tutoring bar; if not, they open up a “playlist” of online resources for that concept and familiarize themselves with the topic using online tools before heading to the seminar later in the period. The students rotate between computer practice, seminars and individualized instruction for a two-hour math period.\u003c/p>\n\u003cp>Once a student has mastered a concept, she takes a computerized assessment that gauges her level of competency. But that computer score is not what defines that student's learning, according to Miller.\u003c/p>\n\u003cp>“Too often we have these machine readable assessments and then students think that math is picking the right multiple choice question,” Miller said. Once students have mastered a set of skills, they complete projects to demonstrate its real-world applications. For example, to show mastery of quadratics, Miller’s students designed a water fountain with a perfect water arc for people of various heights.\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003ch5>RELATED READING\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/three-trends-that-define-the-future-of-teaching-and-learning-2/\">Three Trends That Define the Future of Teaching and Learning\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/are-online-math-programs-better-than-literacy/\">Do Online Math Programs Work?\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/whats-the-best-way-of-using-computers-in-schools/\">To Make Blended Learning Work, Teachers Try Different Tactics\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>Rainier and Tahoma have a project coordinator in the math classroom who keeps an eye on how all the parts work together. She’s in charge of identifying the problem points and working to come up with solutions.\u003c/p>\n\u003cp>\u003cstrong>PROVIDING DEPTH \u003c/strong>\u003c/p>\n\u003cp>Another school in Oakland, Calif., Crocker Highlands Elementary, uses math software in a different way. Students have lab time once a week when they work on the \u003ca href=\"http://www.aleks.com/\">ALEKS\u003c/a> math software. Ashley Foster teaches fourth grade and is attempting to find ways to integrate the online learning into her direct instruction in class. While there have always been differences in comprehension in the classroom, now some of her students are actually doing fifth-grade math on the computer program while they're in fourth grade. She still teaches the fourth-grade math in class, but she’s left asking herself questions like, “How do I challenge this student” and “Does the student feel alone when they are doing this?” because they've zoomed ahead to the next levels on the math software.\u003c/p>\n\u003cp>Foster’s solution has been to send kids who have mastered a concept into the hall to do “challenge time” -- in-depth word problems that inspire critical thinking. But those more difficult concepts soon became the goal for other kids in class. Soon “challenge time” became a reward for understanding the material and all the kids wanted to work on word problems. Foster found a way to allow kids to move at different paces through the material -- and inspired everyone in class to move ahead.\u003c/p>\n\u003cp>\u003cstrong>SOFTWARE FOR REMEDIATION\u003c/strong>\u003c/p>\n\u003cp>Another Bay Area school uses math software for a completely different reason. At Summit Everest in Redwood City blended learning is used to close the gap between different levels of learners. The school's population reflects its district, which covers the whole economic spectrum: 40% free and reduced lunch and a mixed-race population.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>“My biggest struggle last year was I had too many different skill levels in there and I had to kind of teach to one pace.”\u003c/p>\n\u003c/aside>\n\u003cp>Kyle Moyer teaches AP Calculus to seniors, but some of his students aren’t ready for the course. The school’s mission is to graduate high school students who are both college ready and equipped to succeed in college once they get there. But many come into his math class at a huge skill deficit, so he uses the software to identify the holes and gaps and help fill them.\u003c/p>\n\u003cp>But teaching some kids basic math while others learn advanced calculus in the same room is a tough juggling act. Adjusting to the tech tools for grading and data analysis hasn’t been easy either. Moyer says he’ll start class by discussing a broad concept that all learners can understand, then he’ll break the class into groups with some kids working to catch up on the computer and others learning calculus. He then moves around and provides individual help.\u003c/p>\n\u003cp>Moyer says the technology has its place and it has certainly helped many struggling students catch up. But it has limitations. “A computer as of yet cannot help a student develop that deep mathematical reasoning and connecting concepts in various areas,” Moyer said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>That’s his job, but he hopes that the software will give struggling learners a more robust mathematical “arsenal.”\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cfigure id=\"attachment_23357\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/alleyoop-releases-new-stem-program/screen-shot-2012-08-15-at-5-56-17-pm/\" rel=\"attachment wp-att-23357\">\u003cimg class=\"size-large wp-image-23357\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/08/Screen-Shot-2012-08-15-at-5.56.17-PM-620x348.png\" alt=\"\" width=\"620\" height=\"348\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Alleyoop online tutorial\u003c/figcaption>\u003c/figure>\n\u003ch5>By Jennie Rose\u003c/h5>\n\u003cp class=\"dropcap-serif\">Alleyoop, \u003ca href=\"http://www.alleyoop.com/\">the online college prep tutoring site\u003c/a> created by Pearson, has added a group of new STEM-focused partners to its offerings. In addition to its current math programs, Alleyoop has added NASA eClips, National Geographic, Scientific Minds, Patrick JMT, Virtual Nerd, Adaptive Curriculum and Brightstorm.\u003c/p>\n\u003cp>Alleyoop uses the \"gamification\" model for its curriculum, which is targeted at middle- and high-school students. The site features real-time tutors, instructional videos, and a system described as \"personalized, iterative, and adaptive,\" according to \u003ca href=\"http://www.theatlantic.com/technology/archive/2012/06/want-to-help-students-prepare-for-college-have-them-play-more-games/258172/#\">an Atlantic article\u003c/a>.\u003c/p>\n\u003cp>With these new additions, students who use Alleyoop will have access to NASA eClips, a video library showing STEM-related careers and applications for science and engineering concepts; videos from National Geographic that are aligned to STEM topics, such as animal behavior and chemistry; National Science Foundation's Science360 app, a source for science news, as well as a series of video interviews of scientists and engineers on the field.\u003c/p>\n\u003cp>Other partners in Alleyoop's online curriculum offerings include Brightstorm, video lessons created by teachers covering biology, chemistry and physics; Adaptive Curriculum, featuring interactive scenarios that give students context for science lessons across the board; Patrick JMT, video activities including geometry, trigonometry to statistics and probability; Scientific Minds, quizzes \u003c!--more-->and interactive biology flashcards; and Virtual Nerd, interactive whiteboard tutorials in math and physics.\u003c/p>\n\u003cp>The site, which has more than 30,000 beta users, was designed to be used outside school, unlike other tutoring sites, like Civitas Learning. Alleyoop users earn ‘Yoops’ for the work they do on the site, and can put those earned points towards different activities. For $12 a month, a user can gain access to premium content, such as guidance help or career advice.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>HOW IT WORKS\u003c/strong>\u003c/p>\n\u003cp>Based on the user's grade -- between 7th and 12th grade, Alleyoop recommends activities that challenge different skill levels. From the outset, the “Learner DNA” module begins profiling the type of learner—kinesthetic, visual or auditory—while the “Super Brain” engine pushes content and activities that are most effective for specific learning styles, even predicting academic areas where kids could use more practice.\u003c/p>\n\u003cp>Given the conditions in cash-strapped schools, Patrick Supanc, president of Alleyoop says he believes that the adaptive model created for out-of-classroom learning can also help students in school.\u003c/p>\n\u003cp>“What if you could just pull out your iPod Touch or phone, pin an issue you’re having with some material at school, and then when you get home, log in, and have a recommendation waiting for you to follow up on that material?” he said.\u003c/p>\n\u003cp>Roger Dawley, a 15-year-old sophomore at Scituate High School in Massachussetts who uses Alleyoop, appreciates the performance feedback. But he especially likes approaching classroom material at his own pace, and finds it easier to revisit the material than to ask his teacher. Dawley uses Alleyoop largely to review classroom curriculum that he didn’t understand. “It’s easier to re-watch videos of the parts that you didn’t get instead of having to deal with someone,” he says.\u003c/p>\n\u003cp>By the same token, Dawley wishes the Alleyoop interface offered an instant chat feature to query if he's struggling.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_23357\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/alleyoop-releases-new-stem-program/screen-shot-2012-08-15-at-5-56-17-pm/\" rel=\"attachment wp-att-23357\">\u003cimg class=\"size-large wp-image-23357\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/08/Screen-Shot-2012-08-15-at-5.56.17-PM-620x348.png\" alt=\"\" width=\"620\" height=\"348\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Alleyoop online tutorial\u003c/figcaption>\u003c/figure>\n\u003ch5>By Jennie Rose\u003c/h5>\n\u003cp class=\"dropcap-serif\">Alleyoop, \u003ca href=\"http://www.alleyoop.com/\">the online college prep tutoring site\u003c/a> created by Pearson, has added a group of new STEM-focused partners to its offerings. In addition to its current math programs, Alleyoop has added NASA eClips, National Geographic, Scientific Minds, Patrick JMT, Virtual Nerd, Adaptive Curriculum and Brightstorm.\u003c/p>\n\u003cp>Alleyoop uses the \"gamification\" model for its curriculum, which is targeted at middle- and high-school students. The site features real-time tutors, instructional videos, and a system described as \"personalized, iterative, and adaptive,\" according to \u003ca href=\"http://www.theatlantic.com/technology/archive/2012/06/want-to-help-students-prepare-for-college-have-them-play-more-games/258172/#\">an Atlantic article\u003c/a>.\u003c/p>\n\u003cp>With these new additions, students who use Alleyoop will have access to NASA eClips, a video library showing STEM-related careers and applications for science and engineering concepts; videos from National Geographic that are aligned to STEM topics, such as animal behavior and chemistry; National Science Foundation's Science360 app, a source for science news, as well as a series of video interviews of scientists and engineers on the field.\u003c/p>\n\u003cp>Other partners in Alleyoop's online curriculum offerings include Brightstorm, video lessons created by teachers covering biology, chemistry and physics; Adaptive Curriculum, featuring interactive scenarios that give students context for science lessons across the board; Patrick JMT, video activities including geometry, trigonometry to statistics and probability; Scientific Minds, quizzes \u003c!--more-->and interactive biology flashcards; and Virtual Nerd, interactive whiteboard tutorials in math and physics.\u003c/p>\n\u003cp>The site, which has more than 30,000 beta users, was designed to be used outside school, unlike other tutoring sites, like Civitas Learning. Alleyoop users earn ‘Yoops’ for the work they do on the site, and can put those earned points towards different activities. For $12 a month, a user can gain access to premium content, such as guidance help or career advice.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>HOW IT WORKS\u003c/strong>\u003c/p>\n\u003cp>Based on the user's grade -- between 7th and 12th grade, Alleyoop recommends activities that challenge different skill levels. From the outset, the “Learner DNA” module begins profiling the type of learner—kinesthetic, visual or auditory—while the “Super Brain” engine pushes content and activities that are most effective for specific learning styles, even predicting academic areas where kids could use more practice.\u003c/p>\n\u003cp>Given the conditions in cash-strapped schools, Patrick Supanc, president of Alleyoop says he believes that the adaptive model created for out-of-classroom learning can also help students in school.\u003c/p>\n\u003cp>“What if you could just pull out your iPod Touch or phone, pin an issue you’re having with some material at school, and then when you get home, log in, and have a recommendation waiting for you to follow up on that material?” he said.\u003c/p>\n\u003cp>Roger Dawley, a 15-year-old sophomore at Scituate High School in Massachussetts who uses Alleyoop, appreciates the performance feedback. But he especially likes approaching classroom material at his own pace, and finds it easier to revisit the material than to ask his teacher. Dawley uses Alleyoop largely to review classroom curriculum that he didn’t understand. “It’s easier to re-watch videos of the parts that you didn’t get instead of having to deal with someone,” he says.\u003c/p>\n\u003cp>By the same token, Dawley wishes the Alleyoop interface offered an instant chat feature to query if he's struggling.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cdiv id=\"attachment_23062\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 500px\">\n\u003cp>\u003cimg class=\"size-full wp-image-23062\" title=\"2866912269_8b3b0399dd\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/07/2866912269_8b3b0399dd.jpg\" alt=\"\" width=\"500\" height=\"375\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/07/2866912269_8b3b0399dd.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2012/07/2866912269_8b3b0399dd-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/07/2866912269_8b3b0399dd-320x240.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr: Benjamin Rossen\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">We've explored a variety of angles about different aspects of teaching and learning math -- everything from stereotyping girls to how to deal with math anxiety to the importance of spatial thinking. Here are some helpful articles that examine the learning processes.\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/why-its-important-to-talk-math-with-kids/\">WHY IT'S IMPORTANT TO TALK MATH WITH KIDS >>\u003c/a> Many of us feel completely comfortable talking about letters, words and sentences with our children—reading to them at night, helping them decode their own books, noting messages on street signs and billboards. But speaking to them about numbers, fractions, and decimals? Not so much. And yet studies show that “number talk” at home is a key predictor of young children’s achievement in math once they \u003cimg title=\"More...\" src=\"http://ww2.kqed.org/mindshift/wp-includes/js/tinymce/plugins/wordpress/img/trans.gif\" alt=\"\">get to school. Now a new study provides evidence that gender is part of the equation: Parents speak to their daughters about numbers far less than their sons.\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/important-facts-to-know-about-learning-math/attachment/767541871/\" rel=\"attachment wp-att-23064\">\u003cimg class=\"alignright size-thumbnail wp-image-23064\" title=\"767541871\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/07/767541871-140x140.jpg\" alt=\"\" width=\"140\" height=\"140\">\u003c/a>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/how-do-you-spark-a-love-of-math-in-kids/\">HOW DO YOU SPARK A LOVE OF MATH IN KIDS? >>\u003c/a> Decades of educational research demonstrate that during the years between elementary school and high school, many students disengage from math and don’t regain their interest—to the detriment of their later schooling, and even their adult careers. 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"soldout": {
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