Created on: April 26, 2014

Website Address: https://library.curriki.org/oer/Professional-Development-Resources

TABLE OF CONTENTS

- Mindsets and Math/Science Achievement
- Who Says Math Has to Be Boring?
- The 4 Elements of an Effective Set-Up of a Challenging Math Problem
- Algebra for All?
- Math Games for Adolescents
- Mental Math
- Looking at How Students Reason
- Getting in Rhythm Helps Students Grasp Fractions
- Timed Tests and the Development of Math Anxiety
- Sugar and Spice and...Math Under-Achievement?
- YouCubed K-12 Mathematics Resources and Professional Development
- Unlocking Children’s Math Potential: 5 Research Results to Transform Math Learning
- Changing the Conversation about Girls and STEM
- Twelve Steps to Increase Your Child's Math Achievement and Make Math Fun
- Why Do Americans Stink at Math?
- Teachers Pay Teachers
- Math is Everywhere! Educator Tips
- Shodor.org - Check out this website!
- Remind

IN COLLECTION

In this collection, you can find and share the latest research, articles, and professional development resources about mathematics education.

Is the feedback that you are providing your math students encouraging a fixed mindset or a growth mindset? Learn more about how to promote a growth mindset and its strong correlation to achievement.

An editorial piece from the New York Times cites research to make the case for an overhaul of math and science education.

Getting ready to introduce a rich math task to your students? Check out this article for four research-based strategies.

Should all students study algebra in eighth grade? Would offering earlyaccess to algebra to all students help close the achievement gap amongminority populations? Traditional educational policies that provide eighthgrade algebra to selected students raise questions about equitable accessto advanced opportunities for all students. Even when access appears tobe equitable throughout a school district’s population, undetected lapsesin equity may occur related to identification procedures. This studyaddressed the problem of achievement gaps among underrepresentedpopulations by examining the study of algebra in eighth grade and itsimpact on student performance, achievement, and attainment. Thepurpose of this study was to explore the policy implications and potentialbenefits of providing algebra instruction to all students.

Proponents of mathematical games have enumerated many benefitsin instructional settings. Games and simulations can:• Increase student motivation and participation in practice and review activities.• Provide immediate feedback.

Every day in the grown-up world, we face situations that call for adding, subtracting, multiplying, or dividing. We figure tips in restaurants, decide when to leave home to get to the movies on time, estimate the price of a sale item, keep track of what we’re spending while shopping in the supermarket, double and halve recipes, and on and on. At least half of the time, we do these calculations when we’re out and about, without pen and paper handy, which means we have to figure mentally. Because figuring in our heads is such an important life skill, it should have a regular role in your classroom teaching.

Mathematics teachers gain a wealth of information by delving into the thinking behind students' answers. Furthermore, incorporating students' reasoning into classroom discussions makes assessment an integral aspect of classroom instruction. This article highlights high-impact assessment strategies so teachers can learn more about their students' mathematical thinking than they ever thought possible.

Tapping out a beat may help children learn difficult fraction concepts, according to new findings due to be published in the journal Educational Studies in Mathematics. An innovative curriculum uses rhythm to teach fractions at a California school where students in a music-based program scored significantly higher on math tests than their peers who received regular instruction.

Timed math tests have been popular in the United States for years. Unfortunately, some of the wording in the Common Core State Standards may point to an increased use of timed tests. From the 2nd grade on, the common standards give math “fluency” as a goal. Many test writers, teachers, and administrators erroneously equate fluency with timed testing. This is despite research that has shown that timed tests are the direct cause of the early onset of math anxiety.

Mathematics has a girl problem. Although girls achieve at equal levels to boys in middle and high school, many girls stop taking math as soon as they can. Girls are also much less likely than boys to enter math-intensive college majors and, later, careers. Gender researchers have shown that the root of this girl problem is not differences in innate math skills, but rather the contexts in which students learn math—contexts that give girls less encouragement and less confidence in their math abilities. Eager to address this girl problem, educators and policymakers usually respond: okay, so how do we fix the girls? But, according to Jo Boaler, it’s the math classrooms, not the girls, which really need fixing.

YouCubed is a nonprofit providing free and affordable K-12 mathematics resources and professional development for educators and parents

There is a huge elephant standing in most math classrooms, it is the idea that only some students can do well in math. Students believe it, parents believe it and teachers believe it. The myth that math is a gift that some students have and some do not, is one of the most damaging ideas that pervades education in the US and that stands in the way of students’ math achievement. This short paper summarizes five recent and important areas of knowledge that have emerged from studies of the brain and learning and that address this myth head-on.

Achievement for girls and boys in STEM subjects is equal at all levels of school, but shocking inequalities persist in participation, especially as levels get higher (Boaler & Sengupta-Irving, 2006). This restricts girls’ access to a wide range of jobs; it also impoverishes the disciplines of mathematics, science and engineering enabling a cycle of inequality to continue. Many factors contribute to the decisions girls make, some of which have received extensive funding and attention. The need for role models, and the positive contribution played by after school clubs and camps that engage girls in STEM work are well understood and documented (GSUSA, 2008). But important and actionable causes of inequality have been neglected in recent decades and new research evidence underscores their importance.

Parents and guardians have incredible opportunities to shape their children’s mathematical futures. At times, it may not seem that this is the case, especially when children are going through bad experiences at school. One of the most important contributions parents can make is to dispel the idea that only some children can be successful at math, or that math is some sort of a “gift” that some children have and some do not. This article, authored by Jo Boaler of Stanford University, offers 12 practical strategies to help parents help their children to learn and love mathematics.

The new math of the ’60s, the new, new math of the ’80s and today’s Common Core math all stem from the idea that the traditional way of teaching math simply does not work.

This is an awesome site for teachers and parents. It is full of resources, common core standards (and help understanding them), information for parents, and a place where teachers can get advice from one another.

Here are some great tips (provided by Sesame Street) on how to incorporate math into everything.

Shodor.org's purpose is to improve teachers' skills in teaching curriculum. It provides lesson plans for all categories in mathematics. It also includes interactive activities to be used in the classroom and tools for teachers and students of all ages.

A safe way for teachers to text message students and stay in touch with parents.