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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In the program, called Academic Music, students first learn the basics of reading notes. Then, they learn how to add notes, which is essentially adding fractions. Balogh is drawing the music notes on the board and adding them together.\u003c/p>\n\u003cp>\"How many eighth notes do you see?\" he asks. A student responds correctly. \"Now, I wonder, what should I write here because this is tricky?\" Another student has the right answer.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>\"It's really easy when it's music, but it's harder to do it when you're doing math.\"\u003c/p>\n\u003c/aside>\n\u003cp>From there, it gets harder. Students learn how to add uncommon denominators and multiply fractions. San Francisco State University researcher Susan Courey designed the curriculum with Balogh in 2007, because as a former third-grade teacher, she knows how tricky fractions can be.\u003c/p>\n\u003cp>\"If you say, what's bigger one-eighth or one-fourth, they'll say one-eighth because eight is bigger than four,\" Courey says. It's all about visualization. But our students — because of the notes — \u003c!--more-->know that all those little tiny eighth notes are a lot smaller than a whole note or a half note,\" Courey says.\u003c/p>\n\u003cp>\u003cem> \u003c/em>In this class, more than half the students are English-language learners. Classroom teacher Gina Grites says Academic Music has especially helped her students, such as a little girl who volunteers to solve a problem, even though she barely speaks English.\u003c/p>\n\u003cp>\"She knew that it was four counts and put it into a fraction,\" Grites says. \"Just to have her get up and present in front of a class is a really big deal, and she raised her hand and wanted to, so I'm seeing a lot of these kids open up and want to try it, instead of hiding behind the desk and saying, 'Please don't call on me.' \"\u003c/p>\n\u003cp>A recent study found that students who went through the program tested better on fractions. The average score of the Academic Music students was nearly double that of students in the regular math class. Courey says even low-performing students did better.\u003c/p>\n\u003cp>\"That's what I, as a classroom teacher, want,\" she says. \"I want to know that those students who typically are the underachievers are benefiting from the instruction that I'm providing.\"\u003c/p>\n\u003cp>In a less formal study, Allen Elementary School teachers compared their kids' math scores with third-graders in other district schools. Again, Allen students performed better.\u003c/p>\n\u003cp>Back in the classroom, 9-year-old Eric Bogren says he'd never played an instrument before Academic Music.\u003c/p>\n\u003cp>\"It's really easy when it's music, but it's harder to do it when you're doing math,\" Eric says. For Eric, thinking of fractions as music notes, helps.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The curriculum designers hope to eventually make the program available for any third-grade teacher to use in the classroom.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cdiv id=\"attachment_20332\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 498px\">\n\u003cp>\u003ca href=\"http://psycnet.apa.org/journals/psp/96/5/949/\">\u003cimg class=\"size-full wp-image-20332\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/4066144818_d719be71eb.jpg\" alt=\"\" width=\"498\" height=\"383\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/03/4066144818_d719be71eb.jpg 498w, https://ww2.kqed.org/app/uploads/sites/23/2012/03/4066144818_d719be71eb-400x308.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/03/4066144818_d719be71eb-320x246.jpg 320w\" sizes=\"(max-width: 498px) 100vw, 498px\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr: Grisha\u003c/p>\n\u003c/div>\n\u003ch5>By Annie Murphy Paul\u003c/h5>\n\u003cp class=\"dropcap-serif\">In children with math anxiety, seeing numbers on a page stimulates the same part of the brain that would respond if they spotted a slithering snake or a creeping spider—math is that scary. Brain scans of these children also show that when they’re in the grip of math anxiety, activity is reduced in the information-processing and reasoning areas of their brains—exactly the regions that should be working hard to figure out the problems in front of them. These new findings, published this month in the journal \u003cem>\u003ca href=\"http://pss.sagepub.com/content/early/2012/03/23/0956797611429134\">Psychological Science\u003c/a>\u003c/em>, demonstrate that math anxiety is real and can’t simply be wished away. But there are specific exercises that have been shown to reduce students’ nervousness and allow them to focus on their work without the powerful distraction of fear.\u003c/p>\n\u003cp>In this latest experiment, Christina B. Young, Sarah S. Wu, and Vinod Menon of the Stanford University School of Medicine scanned the brains of 46 second- and third-graders with a functional magnetic resonance imaging (fMRI) machine as they solved addition and subtraction problems. Before climbing into the scanner, the children had completed tests of intelligence and working memory, and measures of math anxiety and general anxiety.\u003c/p>\n\u003cp>In the kids who worried a lot about math, the fMRI scans picked up a striking pattern: Regions of a brain structure called the amygdala, responsible for processing negative emotions, were hyperactive. At the same time, activity in the posterior parietal and dorsolateral prefrontal cortex—areas involved in mathematical reasoning—was diminished. The scientists’ analysis of neural networks revealed that the two activity levels were connected: The buzz in the brain’s fear center \u003c!--more-->was interfering with the ability of its problem-solving regions to do their job. The pattern the paper’s authors identified was specific to math, unrelated to general intelligence or to other kinds of anxiety.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>There are exercises that reduce students’ nervousness and allow them to focus on their work.\u003c/p>\n\u003c/aside>\n\u003cp>Although this study is the first to pinpoint the neural basis of math anxiety in children and demonstrate its impact on brain functioning, other researchers have investigated the phenomenon and devised methods to counter it. Cognitive scientist Sian Beilock of the University of Chicago, for example, has theorized that math anxiety affects students’ performance in the subject by using up mental resources, such as working memory, that could otherwise be deployed in solving math problems. One way to relieve this burden on working memory, \u003ca href=\"http://www.apa.org/science/about/psa/2011/09/academic-stress.aspx\">Beilock and her colleagues have found\u003c/a>, is to spend ten minutes writing about one’s thoughts and feelings about a math exam just before taking it. Students effectively offload their worries onto the page, enabling them to tackle the test with a mind free of rumination and distraction. In the lab, Beilock reports, engaging in this exercise “eliminates poor performance under pressure,” and the method has produced encouraging results in real-life classroom settings as well.\u003c/p>\n\u003cp>Other approaches that have proven successful at reducing math anxiety and improving performance include \u003ca href=\"http://www.sciencemag.org/content/330/6008/1234.abstract\">having students reaffirm their self-worth\u003c/a> by listing important values like relationships with friends and family, and having students \u003ca href=\"http://psycnet.apa.org/journals/psp/96/5/949/\">think about why they might do well \u003c/a>(“I am a student at a high-level university”) rather than poorly (“I am a girl taking a difficult math test”). These interventions are simple but effective: By deliberately shifting their frame of mind, students can make that creepy-crawly feeling of anxiety go away.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_20332\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 498px\">\n\u003cp>\u003ca href=\"http://psycnet.apa.org/journals/psp/96/5/949/\">\u003cimg class=\"size-full wp-image-20332\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/4066144818_d719be71eb.jpg\" alt=\"\" width=\"498\" height=\"383\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/03/4066144818_d719be71eb.jpg 498w, https://ww2.kqed.org/app/uploads/sites/23/2012/03/4066144818_d719be71eb-400x308.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/03/4066144818_d719be71eb-320x246.jpg 320w\" sizes=\"(max-width: 498px) 100vw, 498px\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr: Grisha\u003c/p>\n\u003c/div>\n\u003ch5>By Annie Murphy Paul\u003c/h5>\n\u003cp class=\"dropcap-serif\">In children with math anxiety, seeing numbers on a page stimulates the same part of the brain that would respond if they spotted a slithering snake or a creeping spider—math is that scary. 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Before climbing into the scanner, the children had completed tests of intelligence and working memory, and measures of math anxiety and general anxiety.\u003c/p>\n\u003cp>In the kids who worried a lot about math, the fMRI scans picked up a striking pattern: Regions of a brain structure called the amygdala, responsible for processing negative emotions, were hyperactive. At the same time, activity in the posterior parietal and dorsolateral prefrontal cortex—areas involved in mathematical reasoning—was diminished. The scientists’ analysis of neural networks revealed that the two activity levels were connected: The buzz in the brain’s fear center \u003c!--more-->was interfering with the ability of its problem-solving regions to do their job. The pattern the paper’s authors identified was specific to math, unrelated to general intelligence or to other kinds of anxiety.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>There are exercises that reduce students’ nervousness and allow them to focus on their work.\u003c/p>\n\u003c/aside>\n\u003cp>Although this study is the first to pinpoint the neural basis of math anxiety in children and demonstrate its impact on brain functioning, other researchers have investigated the phenomenon and devised methods to counter it. Cognitive scientist Sian Beilock of the University of Chicago, for example, has theorized that math anxiety affects students’ performance in the subject by using up mental resources, such as working memory, that could otherwise be deployed in solving math problems. One way to relieve this burden on working memory, \u003ca href=\"http://www.apa.org/science/about/psa/2011/09/academic-stress.aspx\">Beilock and her colleagues have found\u003c/a>, is to spend ten minutes writing about one’s thoughts and feelings about a math exam just before taking it. Students effectively offload their worries onto the page, enabling them to tackle the test with a mind free of rumination and distraction. In the lab, Beilock reports, engaging in this exercise “eliminates poor performance under pressure,” and the method has produced encouraging results in real-life classroom settings as well.\u003c/p>\n\u003cp>Other approaches that have proven successful at reducing math anxiety and improving performance include \u003ca href=\"http://www.sciencemag.org/content/330/6008/1234.abstract\">having students reaffirm their self-worth\u003c/a> by listing important values like relationships with friends and family, and having students \u003ca href=\"http://psycnet.apa.org/journals/psp/96/5/949/\">think about why they might do well \u003c/a>(“I am a student at a high-level university”) rather than poorly (“I am a girl taking a difficult math test”). These interventions are simple but effective: By deliberately shifting their frame of mind, students can make that creepy-crawly feeling of anxiety go away.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "Can Stereotyping Girls Harm Boys Too?",
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"content": "\u003cdiv class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 413px\">\n\u003cp>\u003cimg class=\"size-full wp-image-19815\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/200314307-001.jpg\" alt=\"\" width=\"413\" height=\"344\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/03/200314307-001.jpg 413w, https://ww2.kqed.org/app/uploads/sites/23/2012/03/200314307-001-400x333.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/03/200314307-001-320x267.jpg 320w\" sizes=\"(max-width: 413px) 100vw, 413px\">\u003c/p>\n\u003cp class=\"wp-media-credit\">Getty\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">When Larry Summers, then the president of Harvard, made his \u003ca href=\"http://www.harvard.edu/president/speeches/summers_2005/nber.php\">infamous remark in 2005\u003c/a> about “intrinsic aptitude” in explaining part of the gap between men and women’s performance in math and science, he was accused of making it harder for women and girls to succeed in those fields. He wasn’t blamed for hobbling the performance of men and boys—but maybe he should have been.\u003c/p>\n\u003cp>According to new research, both males and females do worse on a spatial reasoning task when they’re told that intrinsic aptitude accounts for the gender gap in the test’s results—even though the gap favors men.\u003c/p>\n\u003cp>In the study, published in the February issue of the journal \u003ca href=\"http://www.sciencedirect.com/science/article/pii/S1041608011001518\">Learning and Individual Differences\u003c/a>, psychologist Angelica Moè told a group of 201 high school students that they would be taking a test that measured how well they could \u003ca href=\"http://www.sis.pitt.edu/%7Eis1042/html/mentrot.html\">mentally manipulate imagined objects\u003c/a>. They were also told that males perform better than females on this exercise, known as the Mental Rotation Test. Such pre-test comments are a standard way of inducing what psychologists call “stereotype threat.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">“What makes the difference is the belief that failures are dependent on genetic reasons.”\u003c/aside>\n\u003cp>Research shows that when women or minorities are reminded before being evaluated that the group to which they belong commonly scores poorly, they themselves do worse than if they had received no such reminder. Anxiety about confirming the negative stereotype hampers their performance.\u003c/p>\n\u003cp>But Moè went a step further. She divided the students into four groups and offered each one a particular explanation for women’s comparative disadvantage. One group was told that the gap resulted from genetic differences between men and women. A second group was told that time limits were the problem: women could do as well as men on the test, but they were more affected \u003c!--more-->by restrictions on the amount of time they could take to work on it. A third group was told that other people’s stereotypes were to blame, making women feel less able than they are. And a fourth group, acting as a control, was simply told again that men perform better on the task than women. Then all the groups took the test.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The results: When women were given an external reason for females’ poor performance—time limits or others’ stereotypes—they did better on the test. When they were given an internal reason—their own deficient genes—they did worse. But the study’s really striking finding was that men also did worse when told that genes were the cause of the gender gap.\u003c/p>\n\u003cp>It turns out that genetic explanations for performance aren’t good for anybody: women are convinced that their inferior genes won’t allow them to compete, and men worry that they won’t live up to the claims made for their supposedly superior Y chromosome. “It does not matter if the genetic explanation is really true or to what extent it is true,” Moè writes. “What makes the difference is the belief that failures or difficulties are dependent on genetic reasons.”\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>RELATED READING:\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/girls-and-math-busting-the-stereotype/\">GIRLS AND MATH: BUSTING THE STEREOTYPE\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/can-everyone-be-smart-at-everything-2/\">CAN EVERYONE BE SMART AT EVERYTHING?\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/balancing-math-skills-and-play-in-kindergarten/\">BALANCING MATH SKILLS AND PLAY IN KINDERGARTEN\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>When genetic explanations are “really true,” we should respect them as solid scientific evidence. But loose talk about the genetic basis of ability—whether in speeches by college presidents or in hype-filled newspaper headlines—may well harm the performance of everyone, male and female alike.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Parents and educators can push back against such talk by emphasizing at every opportunity the malleable nature of intelligence—pointing out, for example, that performance on tasks like the Mental Rotation Test can be improved with training and practice. And test-takers can “prime” their own belief in flexible intelligence by saying to themselves, “I can do well if I try really hard,” or “With practice I will get better at this.” These aren’t cheesy self-affirmations, but truthful statements that will put us in the frame of mind to do our best.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 413px\">\n\u003cp>\u003cimg class=\"size-full wp-image-19815\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/200314307-001.jpg\" alt=\"\" width=\"413\" height=\"344\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/03/200314307-001.jpg 413w, https://ww2.kqed.org/app/uploads/sites/23/2012/03/200314307-001-400x333.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/03/200314307-001-320x267.jpg 320w\" sizes=\"(max-width: 413px) 100vw, 413px\">\u003c/p>\n\u003cp class=\"wp-media-credit\">Getty\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">When Larry Summers, then the president of Harvard, made his \u003ca href=\"http://www.harvard.edu/president/speeches/summers_2005/nber.php\">infamous remark in 2005\u003c/a> about “intrinsic aptitude” in explaining part of the gap between men and women’s performance in math and science, he was accused of making it harder for women and girls to succeed in those fields. He wasn’t blamed for hobbling the performance of men and boys—but maybe he should have been.\u003c/p>\n\u003cp>According to new research, both males and females do worse on a spatial reasoning task when they’re told that intrinsic aptitude accounts for the gender gap in the test’s results—even though the gap favors men.\u003c/p>\n\u003cp>In the study, published in the February issue of the journal \u003ca href=\"http://www.sciencedirect.com/science/article/pii/S1041608011001518\">Learning and Individual Differences\u003c/a>, psychologist Angelica Moè told a group of 201 high school students that they would be taking a test that measured how well they could \u003ca href=\"http://www.sis.pitt.edu/%7Eis1042/html/mentrot.html\">mentally manipulate imagined objects\u003c/a>. They were also told that males perform better than females on this exercise, known as the Mental Rotation Test. Such pre-test comments are a standard way of inducing what psychologists call “stereotype threat.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">“What makes the difference is the belief that failures are dependent on genetic reasons.”\u003c/aside>\n\u003cp>Research shows that when women or minorities are reminded before being evaluated that the group to which they belong commonly scores poorly, they themselves do worse than if they had received no such reminder. Anxiety about confirming the negative stereotype hampers their performance.\u003c/p>\n\u003cp>But Moè went a step further. She divided the students into four groups and offered each one a particular explanation for women’s comparative disadvantage. One group was told that the gap resulted from genetic differences between men and women. A second group was told that time limits were the problem: women could do as well as men on the test, but they were more affected \u003c!--more-->by restrictions on the amount of time they could take to work on it. A third group was told that other people’s stereotypes were to blame, making women feel less able than they are. And a fourth group, acting as a control, was simply told again that men perform better on the task than women. Then all the groups took the test.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The results: When women were given an external reason for females’ poor performance—time limits or others’ stereotypes—they did better on the test. When they were given an internal reason—their own deficient genes—they did worse. But the study’s really striking finding was that men also did worse when told that genes were the cause of the gender gap.\u003c/p>\n\u003cp>It turns out that genetic explanations for performance aren’t good for anybody: women are convinced that their inferior genes won’t allow them to compete, and men worry that they won’t live up to the claims made for their supposedly superior Y chromosome. “It does not matter if the genetic explanation is really true or to what extent it is true,” Moè writes. “What makes the difference is the belief that failures or difficulties are dependent on genetic reasons.”\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>RELATED READING:\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/girls-and-math-busting-the-stereotype/\">GIRLS AND MATH: BUSTING THE STEREOTYPE\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/can-everyone-be-smart-at-everything-2/\">CAN EVERYONE BE SMART AT EVERYTHING?\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/balancing-math-skills-and-play-in-kindergarten/\">BALANCING MATH SKILLS AND PLAY IN KINDERGARTEN\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>When genetic explanations are “really true,” we should respect them as solid scientific evidence. But loose talk about the genetic basis of ability—whether in speeches by college presidents or in hype-filled newspaper headlines—may well harm the performance of everyone, male and female alike.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Parents and educators can push back against such talk by emphasizing at every opportunity the malleable nature of intelligence—pointing out, for example, that performance on tasks like the Mental Rotation Test can be improved with training and practice. And test-takers can “prime” their own belief in flexible intelligence by saying to themselves, “I can do well if I try really hard,” or “With practice I will get better at this.” These aren’t cheesy self-affirmations, but truthful statements that will put us in the frame of mind to do our best.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cdiv class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 500px\">\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/equitus/2866912269/sizes/m/in/photostream/\">\u003cimg class=\"size-full wp-image-19608\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/2866912269_8b3b0399dd.jpg\" alt=\"\" width=\"500\" height=\"375\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/03/2866912269_8b3b0399dd.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2012/03/2866912269_8b3b0399dd-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/03/2866912269_8b3b0399dd-320x240.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr: Benjamin Rossen\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">Do you speak math with your kids?\u003c/p>\n\u003cp>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.\u003c/p>\n\u003cp>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 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/p>\n\u003cp>The report, published in the \u003ca href=\"http://m.jls.sagepub.com/content/30/4/440.abstract\">Journal of Language and Social Psychology\u003c/a>, drew on a collection of recordings of mothers talking to their toddlers, aged 20 to 27 months. Alicia Chang, a researcher at\u003cbr>\nthe University of Delaware, and two coauthors determined that mothers spoke to boys about number concepts twice as often as they spoke to girls. Children this age are rapidly building their vocabularies, Chang notes, and helping them become familiar with number words can\u003cbr>\npromote their interest in math later on.\u003c/p>\n\u003cp>That was made clear in another study, \u003ca href=\"http://www.sciencedaily.com/releases/2010/11/101109102722.htm\">published in Developmental Psychology\u003c/a> in 2010, which also used recordings of parents talking to their children to gauge how often number words were used (the kids in this study were between the ages of 14 and 30 months). Psychologist Susan Levine of the University of Chicago and her coauthors found huge variation among the families studied: Some children were hearing their parents speak only about two dozen number words a week, while others were hearing such words about 1,800 times weekly.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The frequency of number talk in the children’s homes had a big impact on how well the youngsters understood basic mathematical concepts such as the cardinal number principle, which holds that the last number reached when counting a set of objects determines the size of the set (“One, two,\u003cbr>\nthree—three apples in the bowl!”). A \u003ca href=\"http://onlinelibrary.wiley.com/doi/10.1111/j.1467-7687.2011.01050.x/abstract\">subsequent study by Levine\u003c/a> found that the kind of number talk that most strongly predicted later knowledge of numbers involved counting or labeling sets of \u003c!--more-->objects that are right there in front of parent and child--especially large sets, containing between four and ten objects.\u003c/p>\n\u003cp>Though it may not come naturally at first, parents can develop the habit of talking about numbers as often as they talk about letters and words. Some simple ways to work numbers into the conversation:\u003c/p>\n\u003cul>\n\u003cli>Note numbers on signs when you’re walking or driving with children: speed limits and exit numbers, building addresses, sale prices in store windows.\u003c/li>\n\u003cli>Ask children to count how many toys they’re playing with, how many books they’ve pulled out to read, or how many pieces of food are on their plate.\u003c/li>\n\u003cli>Use numbers when you refer to time, dates, and temperatures: how many hours and minutes until bedtime, how many weeks and days until a holiday, the high and low the weatherman predicts for that day.\u003c/li>\n\u003cli>With older children, math can become a part of talking about sports, science, history, video games, or whatever else they’re interested in.\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\n\u003cp>With practice, parents and children alike will find that math makes a very satisfying second language.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 500px\">\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/equitus/2866912269/sizes/m/in/photostream/\">\u003cimg class=\"size-full wp-image-19608\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/03/2866912269_8b3b0399dd.jpg\" alt=\"\" width=\"500\" height=\"375\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/03/2866912269_8b3b0399dd.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2012/03/2866912269_8b3b0399dd-400x300.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/03/2866912269_8b3b0399dd-320x240.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr: Benjamin Rossen\u003c/p>\n\u003c/div>\n\u003cp class=\"dropcap-serif\">Do you speak math with your kids?\u003c/p>\n\u003cp>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.\u003c/p>\n\u003cp>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 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/p>\n\u003cp>The report, published in the \u003ca href=\"http://m.jls.sagepub.com/content/30/4/440.abstract\">Journal of Language and Social Psychology\u003c/a>, drew on a collection of recordings of mothers talking to their toddlers, aged 20 to 27 months. Alicia Chang, a researcher at\u003cbr>\nthe University of Delaware, and two coauthors determined that mothers spoke to boys about number concepts twice as often as they spoke to girls. Children this age are rapidly building their vocabularies, Chang notes, and helping them become familiar with number words can\u003cbr>\npromote their interest in math later on.\u003c/p>\n\u003cp>That was made clear in another study, \u003ca href=\"http://www.sciencedaily.com/releases/2010/11/101109102722.htm\">published in Developmental Psychology\u003c/a> in 2010, which also used recordings of parents talking to their children to gauge how often number words were used (the kids in this study were between the ages of 14 and 30 months). Psychologist Susan Levine of the University of Chicago and her coauthors found huge variation among the families studied: Some children were hearing their parents speak only about two dozen number words a week, while others were hearing such words about 1,800 times weekly.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cfigure id=\"attachment_19280\" class=\"wp-caption center\" style=\"max-width: 500px\">\u003ca href=\"http://www.flickr.com/photos/saxtouri/2461246945/sizes/m/in/photostream/\">\u003cimg class=\"size-full wp-image-19280\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/2461246945_d9ba5b1d04-1.jpg\" alt=\"\" width=\"500\" height=\"406\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/02/2461246945_d9ba5b1d04-1.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2012/02/2461246945_d9ba5b1d04-1-400x325.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/02/2461246945_d9ba5b1d04-1-320x260.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Predictions pique our interest. Once we wager that our favorite sports team will win, we want to know the final score. Once we guess the identity of the murderer in a mystery novel, we keep reading to find out if we were right.\u003c/p>\n\u003cp>The same holds true, it turns out, in the learning of mathematics. \u003ca href=\"http://www.springerlink.com/content/y9871n7475095412/\">A new study \u003c/a>published by two Michigan psychologists reports that middle-school students asked to anticipate how linear and exponential factors work—before this information was taught—became more curious about the content of the lessons they then proceeded to learn. Even more importantly, the act of venturing predictions prompted them to understand the material more deeply as they engaged in reasoning and sense-making about math instead of mere memorization.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Students who view mathematics as only memorizing facts and procedures are often unsure of when or how to apply what they have learned. \u003c/aside>\n\u003cp>To test their theory that making predictions would facilitate learning, Lisa Anne Kasmer of Grand Valley State University and Ok-Kyeong Kim of Western Michigan University designed a lesson plan in which the teacher started off the class with a series of prediction questions. Students were asked to imagine, for example, that a boy named Alejandro was cutting a paper ballot in half, then in half again, and so on. “If Alejandro makes ten cuts, can you predict how many ballots Alejandro might have?” the teacher asked. “What is your reasoning?”\u003c/p>\n\u003cp>The pupils wrote down a prediction, along with explanations supporting their guess, and then discussed their responses with their classmates. After telling the students that it was their \u003c!--more-->reasoning that was important, not the correctness of their predictions, the teacher went on to teach them about linear and exponential factors. Only then did the students revisit their initial predictions to find out if they’d guessed right.\u003c/p>\n\u003cp>Making predictions, Kasmer and Kim explain, helps prime the learning process in several ways. In the act of venturing a guess, we discover what we know and don’t yet know about the subject. We activate our prior knowledge on the topic, readying ourselves to make connections to new \u003c!--more-->knowledge. We create a hypothesis that can then be tested, generating curiosity and motivation to find out the answer. Most of all, making predictions leads us to think deeply, to “explore the ‘why’ that underlies challenging problems,” in Kasmer and Kim’s words. Students who view mathematics as only memorizing facts and procedures, they note, are often unsure of when or how to apply what they have learned. Making predictions requires students to actively grapple with new concepts instead of passively receiving them.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The authors suggest that teachers—and parents and learners themselves—make generating predictions “a habit of mind” that they engage in each time they approach a new learning situation. My prediction: doing so will make learning more effective, not to mention more fun.\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_19280\" class=\"wp-caption center\" style=\"max-width: 500px\">\u003ca href=\"http://www.flickr.com/photos/saxtouri/2461246945/sizes/m/in/photostream/\">\u003cimg class=\"size-full wp-image-19280\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/2461246945_d9ba5b1d04-1.jpg\" alt=\"\" width=\"500\" height=\"406\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/02/2461246945_d9ba5b1d04-1.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2012/02/2461246945_d9ba5b1d04-1-400x325.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/02/2461246945_d9ba5b1d04-1-320x260.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Predictions pique our interest. Once we wager that our favorite sports team will win, we want to know the final score. Once we guess the identity of the murderer in a mystery novel, we keep reading to find out if we were right.\u003c/p>\n\u003cp>The same holds true, it turns out, in the learning of mathematics. \u003ca href=\"http://www.springerlink.com/content/y9871n7475095412/\">A new study \u003c/a>published by two Michigan psychologists reports that middle-school students asked to anticipate how linear and exponential factors work—before this information was taught—became more curious about the content of the lessons they then proceeded to learn. Even more importantly, the act of venturing predictions prompted them to understand the material more deeply as they engaged in reasoning and sense-making about math instead of mere memorization.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Students who view mathematics as only memorizing facts and procedures are often unsure of when or how to apply what they have learned. \u003c/aside>\n\u003cp>To test their theory that making predictions would facilitate learning, Lisa Anne Kasmer of Grand Valley State University and Ok-Kyeong Kim of Western Michigan University designed a lesson plan in which the teacher started off the class with a series of prediction questions. Students were asked to imagine, for example, that a boy named Alejandro was cutting a paper ballot in half, then in half again, and so on. “If Alejandro makes ten cuts, can you predict how many ballots Alejandro might have?” the teacher asked. “What is your reasoning?”\u003c/p>\n\u003cp>The pupils wrote down a prediction, along with explanations supporting their guess, and then discussed their responses with their classmates. After telling the students that it was their \u003c!--more-->reasoning that was important, not the correctness of their predictions, the teacher went on to teach them about linear and exponential factors. Only then did the students revisit their initial predictions to find out if they’d guessed right.\u003c/p>\n\u003cp>Making predictions, Kasmer and Kim explain, helps prime the learning process in several ways. In the act of venturing a guess, we discover what we know and don’t yet know about the subject. We activate our prior knowledge on the topic, readying ourselves to make connections to new \u003c!--more-->knowledge. We create a hypothesis that can then be tested, generating curiosity and motivation to find out the answer. Most of all, making predictions leads us to think deeply, to “explore the ‘why’ that underlies challenging problems,” in Kasmer and Kim’s words. Students who view mathematics as only memorizing facts and procedures, they note, are often unsure of when or how to apply what they have learned. Making predictions requires students to actively grapple with new concepts instead of passively receiving them.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"module image alignright mceTemp\" style=\"width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/balancing-math-skills-and-play-in-kindergarten/2885861465_8b4101648a_z/\" rel=\"attachment wp-att-17883\">\u003cimg class=\"size-medium wp-image-17883\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/2885861465_8b4101648a_z-300x200.jpg\" alt=\"\" width=\"300\" height=\"200\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr:Woodleywonderworks\u003c/p>\n\u003c/div>\n\u003ch5>By \u003ca title=\"View user profile.\" href=\"http://californiawatch.org/user/eleanor-yang-su\">Eleanor Yang Su\u003c/a>\u003c/h5>\n\u003cp>It’s one of the biggest debates going on among early childhood development experts: Is it more important for kindergartners to focus on academics and learn their ABC’s and numbers? Or spend more time on social and emotional issues, like how to play nice and pay attention?\u003c/p>\n\u003cp>Recent research by a \u003ca href=\"http://www.gse.uci.edu/faculty/profilebridge.php?faculty_id=5614\" target=\"_blank\">UC Irvine education professor\u003c/a> shows that math skills among kindergartners turn out to be a key predictor for future academic success.\u003c/p>\n\u003cp>Professor Greg Duncan and his colleagues \u003ca href=\"http://www.gse.uci.edu/research/achieve_attent_behave.php\" target=\"_blank\">analyzed studies\u003c/a> conducted with close to 20,000 kindergartners, assessing their knowledge of math, literacy and other skills, including their ability to stay on task and make friends. The studies followed the kindergartners for several years through elementary school, testing them in reading and math.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“Kindergartners are learning what used to be learned in the first grade.”\u003c/aside>\n\u003cp>Even after accounting for differences in IQ and family income, Duncan found that those who learned the most math in kindergarten tended to have the highest math and reading scores years later.\u003c/p>\n\u003cp>“It was very surprising,” said Duncan, whose research appears in a \u003ca href=\"http://www.spencer.org/content.cfm/russell_sage_whither_opportunity\" target=\"_blank\">new book\u003c/a>. “Everyone says reading is most important, and if a child can read by third grade, the chance of dropping out of \u003c!--more-->school is so much lower. But it was math that stood out as serving the kids best in promoting later achievement. Reading was next most important, and then attention skills were third most important.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Social skills, including the ability to self-regulate and control one’s temper, are also important. But Duncan found that they weren’t as closely linked to future academic success as math and reading. Students who exhibit antisocial behavior through elementary and middle school tend to drop out of high school at higher rates, Duncan found, but again, those with persistently low math scores also dropped out at higher rates.\u003c/p>\n\u003cp>He said his research shows that kindergarten teachers ought to devote more time to math instruction. It can be simple things, he said, like learning shapes and numbers and the concept of smaller and bigger numbers along a number line.\u003c/p>\n\u003cp>“If you show kindergartners a line with zero at one end and 10 at the other, and ask them, ‘Where’s the 8?’, they tend to put the 8 in the middle,” Duncan said. “They don’t know that there’s this cardinal pattern. And unless you show them a number line and they understand where numbers are in relation to each other, it’ll be hard for them to get addition and subtraction later on.”\u003c/p>\n\u003cp>But some question whether children are ready for certain math concepts in kindergarten. As kindergarten has grown more academically oriented in the past decade, there’s been an increasing emphasis on teaching more advanced material to younger children.\u003c/p>\n\u003cp>“Kindergartners are learning what used to be learned in the first grade,” said Jill Cannon, a researcher who has \u003ca href=\"http://www.ppic.org/main/publication.asp?i=792\" target=\"_blank\">written about kindergarten\u003c/a> for the \u003ca href=\"http://www.ppic.org/main/home.asp\" target=\"_blank\">Public Policy Institute of California\u003c/a>. “Some people even argue that preschool is becoming too academic.”\u003c/p>\n\u003cp>Some childhood advocates warn that instructional time is edging out playtime and putting unnecessary pressure and stress on kids. In its \u003ca href=\"http://www.allianceforchildhood.org/sites/allianceforchildhood.org/files/file/kindergarten_report.pdf\" target=\"_blank\">report [PDF]\u003c/a> “Crisis in the Kindergarten,” the nonprofit \u003ca href=\"http://allianceforchildhood.org/\" target=\"_blank\">Alliance for Childhood\u003c/a> argues that children were being taught to master material beyond their developmental level while being deprived of playtime to help them cope with the stress.\u003c/p>\n\u003cp>“Some kindergartners are being taught to count to 100 by 1’s and by 10’s,” said Edward Miller, a senior researcher for the Alliance for Childhood. “But it’s very clear from the research that 5-year-olds are not capable of really understanding that kind of large number. So they’re being taught to repeat something that’s meaningless. And if they don’t, they get labeled as failures.”\u003c/p>\n\u003cp>Duncan said kindergartners are ready for a variety of math concepts that can be taught in fun and playful ways.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“I’m not implying that there needs to be flashcards and drill-and-kill exercises,” Duncan said. He suggests teachers use math lessons that let kids explore and manipulate numbers. For parents, he recommends they point out shapes to their kids and play cards and board games to help them get comfortable with counting.\u003c/p>\n\u003ch5>\u003cem>The story was \u003ca href=\"http://californiawatch.org/dailyreport/kindergarten-math-skills-key-later-success-researchers-say-14243\">originally posted\u003c/a> on California Watch, the state’s largest investigative reporting team and part of the Center for Investigative Reporting. Learn more at \u003ca href=\"http://www.californiawatch.org/\">www.californiawatch.org\u003c/a>\u003c/em>\u003c/h5>\n\n",
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"description": "Flickr:Woodleywonderworks By Eleanor Yang Su It’s one of the biggest debates going on among early childhood development experts: Is it more important for kindergartners to focus on academics and learn their ABC’s and numbers? Or spend more time on social and emotional issues, like how to play nice and pay attention? Recent research by a UC",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"module image alignright mceTemp\" style=\"width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/balancing-math-skills-and-play-in-kindergarten/2885861465_8b4101648a_z/\" rel=\"attachment wp-att-17883\">\u003cimg class=\"size-medium wp-image-17883\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/01/2885861465_8b4101648a_z-300x200.jpg\" alt=\"\" width=\"300\" height=\"200\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr:Woodleywonderworks\u003c/p>\n\u003c/div>\n\u003ch5>By \u003ca title=\"View user profile.\" href=\"http://californiawatch.org/user/eleanor-yang-su\">Eleanor Yang Su\u003c/a>\u003c/h5>\n\u003cp>It’s one of the biggest debates going on among early childhood development experts: Is it more important for kindergartners to focus on academics and learn their ABC’s and numbers? Or spend more time on social and emotional issues, like how to play nice and pay attention?\u003c/p>\n\u003cp>Recent research by a \u003ca href=\"http://www.gse.uci.edu/faculty/profilebridge.php?faculty_id=5614\" target=\"_blank\">UC Irvine education professor\u003c/a> shows that math skills among kindergartners turn out to be a key predictor for future academic success.\u003c/p>\n\u003cp>Professor Greg Duncan and his colleagues \u003ca href=\"http://www.gse.uci.edu/research/achieve_attent_behave.php\" target=\"_blank\">analyzed studies\u003c/a> conducted with close to 20,000 kindergartners, assessing their knowledge of math, literacy and other skills, including their ability to stay on task and make friends. The studies followed the kindergartners for several years through elementary school, testing them in reading and math.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“Kindergartners are learning what used to be learned in the first grade.”\u003c/aside>\n\u003cp>Even after accounting for differences in IQ and family income, Duncan found that those who learned the most math in kindergarten tended to have the highest math and reading scores years later.\u003c/p>\n\u003cp>“It was very surprising,” said Duncan, whose research appears in a \u003ca href=\"http://www.spencer.org/content.cfm/russell_sage_whither_opportunity\" target=\"_blank\">new book\u003c/a>. “Everyone says reading is most important, and if a child can read by third grade, the chance of dropping out of \u003c!--more-->school is so much lower. But it was math that stood out as serving the kids best in promoting later achievement. Reading was next most important, and then attention skills were third most important.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Social skills, including the ability to self-regulate and control one’s temper, are also important. But Duncan found that they weren’t as closely linked to future academic success as math and reading. Students who exhibit antisocial behavior through elementary and middle school tend to drop out of high school at higher rates, Duncan found, but again, those with persistently low math scores also dropped out at higher rates.\u003c/p>\n\u003cp>He said his research shows that kindergarten teachers ought to devote more time to math instruction. It can be simple things, he said, like learning shapes and numbers and the concept of smaller and bigger numbers along a number line.\u003c/p>\n\u003cp>“If you show kindergartners a line with zero at one end and 10 at the other, and ask them, ‘Where’s the 8?’, they tend to put the 8 in the middle,” Duncan said. “They don’t know that there’s this cardinal pattern. And unless you show them a number line and they understand where numbers are in relation to each other, it’ll be hard for them to get addition and subtraction later on.”\u003c/p>\n\u003cp>But some question whether children are ready for certain math concepts in kindergarten. As kindergarten has grown more academically oriented in the past decade, there’s been an increasing emphasis on teaching more advanced material to younger children.\u003c/p>\n\u003cp>“Kindergartners are learning what used to be learned in the first grade,” said Jill Cannon, a researcher who has \u003ca href=\"http://www.ppic.org/main/publication.asp?i=792\" target=\"_blank\">written about kindergarten\u003c/a> for the \u003ca href=\"http://www.ppic.org/main/home.asp\" target=\"_blank\">Public Policy Institute of California\u003c/a>. “Some people even argue that preschool is becoming too academic.”\u003c/p>\n\u003cp>Some childhood advocates warn that instructional time is edging out playtime and putting unnecessary pressure and stress on kids. In its \u003ca href=\"http://www.allianceforchildhood.org/sites/allianceforchildhood.org/files/file/kindergarten_report.pdf\" target=\"_blank\">report [PDF]\u003c/a> “Crisis in the Kindergarten,” the nonprofit \u003ca href=\"http://allianceforchildhood.org/\" target=\"_blank\">Alliance for Childhood\u003c/a> argues that children were being taught to master material beyond their developmental level while being deprived of playtime to help them cope with the stress.\u003c/p>\n\u003cp>“Some kindergartners are being taught to count to 100 by 1’s and by 10’s,” said Edward Miller, a senior researcher for the Alliance for Childhood. “But it’s very clear from the research that 5-year-olds are not capable of really understanding that kind of large number. So they’re being taught to repeat something that’s meaningless. And if they don’t, they get labeled as failures.”\u003c/p>\n\u003cp>Duncan said kindergartners are ready for a variety of math concepts that can be taught in fun and playful ways.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>“I’m not implying that there needs to be flashcards and drill-and-kill exercises,” Duncan said. He suggests teachers use math lessons that let kids explore and manipulate numbers. For parents, he recommends they point out shapes to their kids and play cards and board games to help them get comfortable with counting.\u003c/p>\n\u003ch5>\u003cem>The story was \u003ca href=\"http://californiawatch.org/dailyreport/kindergarten-math-skills-key-later-success-researchers-say-14243\">originally posted\u003c/a> on California Watch, the state’s largest investigative reporting team and part of the Center for Investigative Reporting. Learn more at \u003ca href=\"http://www.californiawatch.org/\">www.californiawatch.org\u003c/a>\u003c/em>\u003c/h5>\n\n\u003c/div>\u003c/p>",
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"disqusTitle": "Are Online Math Programs Better Than Literacy?",
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"content": "\u003cfigure id=\"attachment_16388\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-16388\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/kidsworking-300x300.jpg\" alt=\"\" width=\"300\" height=\"300\">\u003cfigcaption class=\"wp-caption-text\">Students at Rocketship Mateo Elementary working in the Learning Lab.\u003c/figcaption>\u003c/figure>\n\u003cp>When it comes to math and literacy software, the choices are vast and varied. But over the past months, I've heard a recurring complaint from different school administrators: The quality of literacy software is not as high as that of math.\u003c/p>\n\u003cp>Why is this the case?\u003c/p>\n\u003cp>I spoke to Aylan Samouha, chief schools officer at \u003ca href=\"http://www.rsed.org/\">Rocketship Education\u003c/a>, a network of charter elementary schools in San Jose that allots 25 percent of students' time at school in the computer lab, where they use \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/hybrid-learning-comes-to-life-at-rocketship/\">math and literacy software\u003c/a> for basic skills mastery. Time in classroom with their teacher is spent on what they call \"higher-order thinking\" and collaborative projects.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"There are aspects of math, particularly at the elementary school level, that lend themselves to online learning more easily.\"\u003c/aside>\n\u003cp>For math, Rocketship uses \u003ca href=\"http://www.dreambox.com\">Dreambox Learning\u003c/a>, \u003ca href=\"http://www.stmath.com\">ST Math\u003c/a>, \u003ca href=\"http://www.tenmarks.com\">TenMarks\u003c/a> and \u003ca href=\"http://luckybirdgames.com/\">Equatia\u003c/a>. For literacy, \u003ca href=\"http://www.compasslearning.com/\">Compass Learning\u003c/a> is used for vocabulary and \u003ca href=\"http://www.rosettastone.com/\">Rosetta Stone\u003c/a> for English language learners. Students also have independent reading time, for which they're given \"comprehension quizzes.\" For both math and literacy, students who need more individualized help work in small groups of four or five with math and literacy specialists.\u003c/p>\n\u003cp>Samouha, who's in charge of what software the school uses, says that the math software is \"much further along than literacy.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"It's not like people aren't trying to crack the code,\" he says. \"But the truth is that there are aspects of math, particularly at the elementary school level, that lend themselves to online learning more easily.\"\u003c/p>\n\u003cp>In general, he points out, with any form of learning -- online or otherwise -- basic skills are easier to teach, grasp, and to measure than higher-order thinking and concepts. And although math does \u003c!--more-->involve conceptual thinking, even at the elementary level, it's easier to break out conceptual skills than in literacy.\u003c/p>\n\u003cp>Take, for example, multiplication. A student can practice and master multiplication and make improvement on basic skills with varying degrees of understanding of the concept. \"A kid can spit out five-times-five quickly, whether they understand what that means,\" he says.\u003c/p>\n\u003cp>But literacy is a different animal. When it comes to vocabulary, the definition of a word is not a simple mathematical equation. A word has different meanings in different contexts, and some have multiple meanings. \"To isolate the basic skill of literacy is just much trickier to do,\" Samouha says.\u003c/p>\n\u003cp>What's more, the successful math software can scaffold the process, working on basic skills that lead to conceptualization, whereas in literacy the conceptualization process is immediate. \"Anytime you're starting to read a sentence, you're already in the world of conceptual understanding,\" he says.\u003c/p>\n\u003cp>What do they want to accomplish with literacy software? Two things: Comprehension and expression -- and \"almost everything falls under those big buckets,\" Samouha says.\u003c/p>\n\u003cp>\"We want a child to be able to read a text and derive meaning from that, literally understand what the author is trying to say, make connections between the text and their own experiences, and other text they’ve read,\" he says. \"That’s what real literacy mastery looks like with comprehension.\"\u003c/p>\n\u003cp>With expression, the goal is for the student to be able to communicate verbally and with writing -- the ability to express oneself in ways that are grammatically correct, interesting to read, presenting a logical point of view, showing a connection between what they're reading to their own experiences, all while being as descriptive as possible.\u003c/p>\n\u003cp>Of course, educators do just that -- they isolate each one of those skills and help students work on them individually. \"But for a computer to know whether or not there's a proper self-to-text connection is a lot trickier than finding out if they have the right answer to math problem,\" he says. \"We are much more cautious and protective on the literacy side. If we saw there was software that was just as effective as Dreambox is in math, we’d do that.\"\u003c/p>\n\u003cp>Which begs the question: Why are we using software to teach literacy, if it's not as effective.\u003c/p>\n\u003cp>Samouha says we need \u003cem>both\u003c/em> teachers and great software.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Why are we using software to teach literacy if it's not as effective?\u003c/aside>\n\u003cp>\"Learning happens best when human beings are freed up to do what they’re best at,\" he says. \"Teachers didn’t sign up to teach so they can teach short vowel sounds for four months. Or do times table recitation with kids. They're teachers because they want to teach concepts and ideas.\"\u003c/p>\n\u003cp>And especially in under-served communities, where basic skills are typically in need of \"shoring up to such degree that teachers get stuck there, it’s not good for kids or teachers.\"\u003c/p>\n\u003cp>All that said, Compass Learning does have an engaging program, and it's shown to increase students' \u003ca href=\"http://www.nwea.org/\">Northwestern Evaluation Association \u003c/a>scores, according to Samouha, who describes assessment as a reliable adaptive diagnostic test.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"For the very basic parts of literacy, it's starting to make itself valuable in the process,\" he says. \"We're starting to see benefits, but it’s at early stages. But literacy software right now doesn’t have as much lift as math.\"\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_16388\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-16388\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/kidsworking-300x300.jpg\" alt=\"\" width=\"300\" height=\"300\">\u003cfigcaption class=\"wp-caption-text\">Students at Rocketship Mateo Elementary working in the Learning Lab.\u003c/figcaption>\u003c/figure>\n\u003cp>When it comes to math and literacy software, the choices are vast and varied. But over the past months, I've heard a recurring complaint from different school administrators: The quality of literacy software is not as high as that of math.\u003c/p>\n\u003cp>Why is this the case?\u003c/p>\n\u003cp>I spoke to Aylan Samouha, chief schools officer at \u003ca href=\"http://www.rsed.org/\">Rocketship Education\u003c/a>, a network of charter elementary schools in San Jose that allots 25 percent of students' time at school in the computer lab, where they use \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/hybrid-learning-comes-to-life-at-rocketship/\">math and literacy software\u003c/a> for basic skills mastery. Time in classroom with their teacher is spent on what they call \"higher-order thinking\" and collaborative projects.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"There are aspects of math, particularly at the elementary school level, that lend themselves to online learning more easily.\"\u003c/aside>\n\u003cp>For math, Rocketship uses \u003ca href=\"http://www.dreambox.com\">Dreambox Learning\u003c/a>, \u003ca href=\"http://www.stmath.com\">ST Math\u003c/a>, \u003ca href=\"http://www.tenmarks.com\">TenMarks\u003c/a> and \u003ca href=\"http://luckybirdgames.com/\">Equatia\u003c/a>. For literacy, \u003ca href=\"http://www.compasslearning.com/\">Compass Learning\u003c/a> is used for vocabulary and \u003ca href=\"http://www.rosettastone.com/\">Rosetta Stone\u003c/a> for English language learners. Students also have independent reading time, for which they're given \"comprehension quizzes.\" For both math and literacy, students who need more individualized help work in small groups of four or five with math and literacy specialists.\u003c/p>\n\u003cp>Samouha, who's in charge of what software the school uses, says that the math software is \"much further along than literacy.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"It's not like people aren't trying to crack the code,\" he says. \"But the truth is that there are aspects of math, particularly at the elementary school level, that lend themselves to online learning more easily.\"\u003c/p>\n\u003cp>In general, he points out, with any form of learning -- online or otherwise -- basic skills are easier to teach, grasp, and to measure than higher-order thinking and concepts. And although math does \u003c!--more-->involve conceptual thinking, even at the elementary level, it's easier to break out conceptual skills than in literacy.\u003c/p>\n\u003cp>Take, for example, multiplication. A student can practice and master multiplication and make improvement on basic skills with varying degrees of understanding of the concept. \"A kid can spit out five-times-five quickly, whether they understand what that means,\" he says.\u003c/p>\n\u003cp>But literacy is a different animal. When it comes to vocabulary, the definition of a word is not a simple mathematical equation. A word has different meanings in different contexts, and some have multiple meanings. \"To isolate the basic skill of literacy is just much trickier to do,\" Samouha says.\u003c/p>\n\u003cp>What's more, the successful math software can scaffold the process, working on basic skills that lead to conceptualization, whereas in literacy the conceptualization process is immediate. \"Anytime you're starting to read a sentence, you're already in the world of conceptual understanding,\" he says.\u003c/p>\n\u003cp>What do they want to accomplish with literacy software? Two things: Comprehension and expression -- and \"almost everything falls under those big buckets,\" Samouha says.\u003c/p>\n\u003cp>\"We want a child to be able to read a text and derive meaning from that, literally understand what the author is trying to say, make connections between the text and their own experiences, and other text they’ve read,\" he says. \"That’s what real literacy mastery looks like with comprehension.\"\u003c/p>\n\u003cp>With expression, the goal is for the student to be able to communicate verbally and with writing -- the ability to express oneself in ways that are grammatically correct, interesting to read, presenting a logical point of view, showing a connection between what they're reading to their own experiences, all while being as descriptive as possible.\u003c/p>\n\u003cp>Of course, educators do just that -- they isolate each one of those skills and help students work on them individually. \"But for a computer to know whether or not there's a proper self-to-text connection is a lot trickier than finding out if they have the right answer to math problem,\" he says. \"We are much more cautious and protective on the literacy side. If we saw there was software that was just as effective as Dreambox is in math, we’d do that.\"\u003c/p>\n\u003cp>Which begs the question: Why are we using software to teach literacy, if it's not as effective.\u003c/p>\n\u003cp>Samouha says we need \u003cem>both\u003c/em> teachers and great software.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Why are we using software to teach literacy if it's not as effective?\u003c/aside>\n\u003cp>\"Learning happens best when human beings are freed up to do what they’re best at,\" he says. \"Teachers didn’t sign up to teach so they can teach short vowel sounds for four months. Or do times table recitation with kids. They're teachers because they want to teach concepts and ideas.\"\u003c/p>\n\u003cp>And especially in under-served communities, where basic skills are typically in need of \"shoring up to such degree that teachers get stuck there, it’s not good for kids or teachers.\"\u003c/p>\n\u003cp>All that said, Compass Learning does have an engaging program, and it's shown to increase students' \u003ca href=\"http://www.nwea.org/\">Northwestern Evaluation Association \u003c/a>scores, according to Samouha, who describes assessment as a reliable adaptive diagnostic test.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"For the very basic parts of literacy, it's starting to make itself valuable in the process,\" he says. \"We're starting to see benefits, but it’s at early stages. But literacy software right now doesn’t have as much lift as math.\"\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003ca href=\"http://www.flickr.com/photos/timypenburg/5328226108/\">\u003cimg class=\"size-medium wp-image-15207\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/09/math_edu-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Tim Geers\u003c/p>\n\u003c/div>\n\u003cp>\"There is widespread alarm in the United States about the state of our math education,\" wrote Sol Garfunkel and David Mumford in an \u003ca href=\"http://www.nytimes.com/2011/08/25/opinion/how-to-fix-our-math-education.html\">op-ed in The New York Times\u003c/a> last month. It led me to remember the opening salvo in a pitch for re-thinking math education -- that of \u003ca href=\"http://www.ted.com/talks/dan_meyer_math_curriculum_makeover.html\">Dan Meyer's TED Talk\u003c/a> last year: \"Math class needs a makeover: I sell a product to a market that doesn't want it but is forced by law to buy it.\" Students' attitudes are, indeed, alarming, particularly when we use students' performance in math to gauge (to praise, to lambast) the success of American education.\u003c/p>\n\u003cp>But according to Garfunkel and Mumford, our concerns over math education are misplaced. Instead of worrying about it in terms of whether or not test scores show American students are keeping pace with their peers globally, we should be focused on rethinking what math education actually looks like. \"Today,\" they write, \"American high schools offer a sequence of algebra, geometry, more algebra, pre-calculus and calculus (or a “reform” version in which these topics are interwoven). This has been codified by the Common Core State Standards, recently adopted by more than 40 states. This highly abstract curriculum is simply not the best way to prepare a vast majority of high school students for life.\"\u003c/p>\n\u003cp>The authors contend that the \"traditional\" math curriculum focuses too much on abstract reasoning and abstract skills. \"Imagine replacing the sequence of algebra, geometry and calculus \u003c!--more-->with a sequence of finance, data and basic engineering,\" they suggest.\u003c/p>\n\u003cp>In some ways, that's a very appealing, if not highly practical solution: teach kids the math they need, and as such, be ever ready to answer their age-old question \"When am I ever going to use this when I grow up?\" Give students a grounding in math that is \"applied\" so that they can understand the \"why\" as part of the \"how\" it works. Contextualize math so that it makes sense -- practically and conceptually. Contextualize math so that it means \u003cem>something\u003c/em>. Give students a reason to want, to need to solve a math problem -- a want or need that doesn't include \"This will go down on your permanent record.\"\u003c/p>\n\u003cp>But does thinking about \"applied mathematics\" mean necessarily that we have to steer clear of algebra and calculus as their own units in math education? Does putting math in context mean that we cannot teach math in abstract?\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In a \u003ca href=\"http://patternsinpractice.wordpress.com/2011/08/31/response-to-a-nyt-editorial/\">response to the editorial\u003c/a>, Al Cuoco, the director of the Center for Mathematics Education at EDC, takes issue with the assumption that contextualization is such a simple task:\u003c/p>\n\u003cblockquote>\u003cp>\"Many of the students in my high school classes came from situations that many of us would find hard to imagine; the last thing they cared about was how to balance a checkbook or figure the balance on a savings account. But they loved solving problems. For another thing, reality is relative. The authors claim that 'it is through real-life applications that mathematics emerged in the past, has flourished for centuries and connects to our culture now,' and I agree. But the best mathematicians and scientists I know, and the students in my classes who really got it (and these were not necessarily the 'good students')—who saw the power and satisfaction one can derive from doing mathematics—all see mathematics as part of their real world.\"\u003c/p>\u003c/blockquote>\n\u003cp>\u003c/p>\n\u003cp>In some ways, the debate between abstract and contextualized, \"pure\" or \"applied\" math belie the real problem: one that Dan Meyer makes so clear in his TED Talk: students simply aren't engaged. Will offering more context make for better math education? (And will it make for better future mathematicians?)\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003ca href=\"http://www.flickr.com/photos/timypenburg/5328226108/\">\u003cimg class=\"size-medium wp-image-15207\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/09/math_edu-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Tim Geers\u003c/p>\n\u003c/div>\n\u003cp>\"There is widespread alarm in the United States about the state of our math education,\" wrote Sol Garfunkel and David Mumford in an \u003ca href=\"http://www.nytimes.com/2011/08/25/opinion/how-to-fix-our-math-education.html\">op-ed in The New York Times\u003c/a> last month. It led me to remember the opening salvo in a pitch for re-thinking math education -- that of \u003ca href=\"http://www.ted.com/talks/dan_meyer_math_curriculum_makeover.html\">Dan Meyer's TED Talk\u003c/a> last year: \"Math class needs a makeover: I sell a product to a market that doesn't want it but is forced by law to buy it.\" Students' attitudes are, indeed, alarming, particularly when we use students' performance in math to gauge (to praise, to lambast) the success of American education.\u003c/p>\n\u003cp>But according to Garfunkel and Mumford, our concerns over math education are misplaced. Instead of worrying about it in terms of whether or not test scores show American students are keeping pace with their peers globally, we should be focused on rethinking what math education actually looks like. \"Today,\" they write, \"American high schools offer a sequence of algebra, geometry, more algebra, pre-calculus and calculus (or a “reform” version in which these topics are interwoven). This has been codified by the Common Core State Standards, recently adopted by more than 40 states. This highly abstract curriculum is simply not the best way to prepare a vast majority of high school students for life.\"\u003c/p>\n\u003cp>The authors contend that the \"traditional\" math curriculum focuses too much on abstract reasoning and abstract skills. \"Imagine replacing the sequence of algebra, geometry and calculus \u003c!--more-->with a sequence of finance, data and basic engineering,\" they suggest.\u003c/p>\n\u003cp>In some ways, that's a very appealing, if not highly practical solution: teach kids the math they need, and as such, be ever ready to answer their age-old question \"When am I ever going to use this when I grow up?\" Give students a grounding in math that is \"applied\" so that they can understand the \"why\" as part of the \"how\" it works. Contextualize math so that it makes sense -- practically and conceptually. Contextualize math so that it means \u003cem>something\u003c/em>. Give students a reason to want, to need to solve a math problem -- a want or need that doesn't include \"This will go down on your permanent record.\"\u003c/p>\n\u003cp>But does thinking about \"applied mathematics\" mean necessarily that we have to steer clear of algebra and calculus as their own units in math education? Does putting math in context mean that we cannot teach math in abstract?\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In a \u003ca href=\"http://patternsinpractice.wordpress.com/2011/08/31/response-to-a-nyt-editorial/\">response to the editorial\u003c/a>, Al Cuoco, the director of the Center for Mathematics Education at EDC, takes issue with the assumption that contextualization is such a simple task:\u003c/p>\n\u003cblockquote>\u003cp>\"Many of the students in my high school classes came from situations that many of us would find hard to imagine; the last thing they cared about was how to balance a checkbook or figure the balance on a savings account. But they loved solving problems. For another thing, reality is relative. The authors claim that 'it is through real-life applications that mathematics emerged in the past, has flourished for centuries and connects to our culture now,' and I agree. But the best mathematicians and scientists I know, and the students in my classes who really got it (and these were not necessarily the 'good students')—who saw the power and satisfaction one can derive from doing mathematics—all see mathematics as part of their real world.\"\u003c/p>\u003c/blockquote>\n\u003cp>\u003c/p>\n\u003cp>In some ways, the debate between abstract and contextualized, \"pure\" or \"applied\" math belie the real problem: one that Dan Meyer makes so clear in his TED Talk: students simply aren't engaged. Will offering more context make for better math education? (And will it make for better future mathematicians?)\u003c/p>\n\n\u003c/div>\u003c/p>",
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"soldout": {
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"title": "SOLD OUT: Rethinking Housing in America",
"tagline": "A new future for housing",
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