## Thursday, 22 September 2011

### free algebra online tutorials

## Tuesday, 20 September 2011

### Travel Thailand Free - Thai Imports Tutorial

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### Ignite event at CMC-S Math Conference

### Atahualpa Wordpress Theme - Beginners Tutorial

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### Teaching and Learning Fraction Concepts and Operations

### Getting Ready for NCTM

As a member of the planning committee, I will be in charge of making sure things run smoothly with sessions in the Marriott, so be sure to stop by and say, "Hi!" if you're there.

## Monday, 19 September 2011

### Rote Memorization versus Conceptual Learning

There is research about so-called "human calculators" who do mental math with large sets of figures; in every instance these folks have developed their talent by spending countless hours memorizing arithmetic facts and relationships. Seems in the most extreme cases their brains are wired to support this sort of activity.

http://rstb.royalsocietypublishing.org/content/364/1522/1385.short

However, if we are talking about whether mass memorization equates to meaningful learning for the typical person, evidence from the 1950s demonstrated this was not the case beyond the retention of simple facts:

http://www.sciencedirect.com/science/article/pii/S0022101507632996

Learning with connections is far better. Think about early school mathematics books (in the 1700s) that had page after page of formulas to memorize related to commercial transactions involving proportional relationships among different units. The time and effort it took to try to memorize these was inordinate (and drove many away from mathematics). More "modern" textbooks by the early 1900s had students learn about proportional reasoning as a general relationship that could be applied to an infinite number of specific situations - thus by learning one conceptual relationship (which could then be memorized and also re-constructed if learned with understanding), students had a much better chance of both long-term recall and correct application.

Some recent articles related to this idea demonstrate quite powerfully the advantages to conceptual learning.

http://onlinelibrary.wiley.com/doi/10.1002/ddrr.45/pdf

http://www.academicjournals.org/ERR/PDF/Pdf%202011/Jan/Narli.pdf

### Ensure Your Child Succeeds At Math

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### Atahualpa Wordpress Theme - Beginners Tutorial

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### Dreamweaver Interactive Video tutorial

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### Chuggington Cake Tutorial

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### Help with Homework for Kids

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## Sunday, 18 September 2011

### Joomla Kahuna Tutorial Video Training Series

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### How To Get Good Grades In Math

This is the way I had to study math in order to make A's and B's in Algebra, Trig, and Calculus. I was never successful listening in class. I developed a study routine that made me ahead of my classes. This guide is for those who really struggle in math

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### Html Tutorials In Web Page Design

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### Technology in Mathematics Education

In case you have the time and interest, here are a few articles and tutorials worth exploring about exciting tools to support mathematics teaching and learning!

### The Importance of Questioning

### Thinking about Ability - Fixed vs Growth Mindset

Important research from Carol Dweck and her colleagues at Stanford has shed light on the relationship between one's "mindset" toward ability (mathematical or otherwise) and the actions to which this leads in terms of opportunities to learn and feedback to learners. Ultimately, these have serious consequences on learning outcomes. The idea is this: if one believes ability to be fixed - a fixed mindset - this will lead to actions that a) serve to identify who is high-ability and not and b) provide feedback that reinforces ability status, directly and indirectly. The result - a few students are "smart" in mathematics while many others are not. The smart ones must strive to retain that labeling through "looking smart" (often at any cost) while the others see no reason to work at learning what they are being told is beyond their ability. The result is that actual learning among all students suffers.

What Dweck and colleagues found is that changing this script can have pronounced effects. Taking a "growth mindset" that views ability as derived more from effort than some innate quality leads to very difference choices about learning environment and feedback to learners. If one believes most all students can learn mathematics, those who are struggling to do so are in need of support. Feedback such as, "if you work hard at this you will improve" leads to greater motivation and, as their research has shown, greater success. For students who do well with mathematics, the feedback in the growth mindset tells them, "you made a good effort at this and have done well." This is critical because when the mathematics does get challenging (and it will!), these students will persist, putting in more effort, rather than look for ways to simply maintain their "looking smart" status (e.g., shortcuts, cheating, or bowing out).

See here for more about this work and suggestions for teachers and parents.