25 February, 2011
Volume 16 No. 8
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In This Issue

TIMSS Videos

Get the Math: Take the Challenge

AIM's Math Teachers' Circle Workshops and Institutes


Online PD


Orientation Sessions

Math and Tech Workshops


Problem Based Learning Courses

Graduate Credit:
Mathematics Teaching and Learning Certificate

Master's Degree


TIMSS Videos


Video lessons from the Trends in International Mathematics and Science Study (TIMSS) are now freely available.

The 28 full-length videos of eighth-grade mathematics lessons hail from Australia, the Czech Republic, Hong Kong, Japan, the Netherlands, Switzerland, and the United States.

Each video comes with full English-translation subtitles, a searchable transcript, and accompanying resources such as scanned text materials and teacher commentaries.

Access requires free registration. In the nine days since the site launched, more than a thousand people from over 57 countries have signed up.

A team led by Dr. Jim Stigler, Professor of Psychology at the University of California Los Angeles, constructed and manages the site. They plan to add features as requested, and so welcome feedback posted to the site's discussion forum about what would improve its usefulness and how you will use the video lessons.

timssvideo.com is a project of UCLA and the Carnegie Foundation for the Advancement of Teaching. It is funded by a grant from The William and Flora Hewlett Foundation.

PoW taking place: math problem-solving moment of the week

"If you're stumped on a problem like this, here is some inspiration from some submitters who didn't finish solving the problem, but had really great starts. Grant from Birch Wathen Lenox school began with some great estimation. If everyone had done this, I bet we would have gotten a lot more correct answers.... Lucia from The Philadelphia School tried the 'Solve a Simpler Problem' strategy and imagined...."
- Max and Suzanne, commenting on the Pre-Algebra PoW's Latest Solution

Get the Math: Take the Challenge


Watch videos of young professionals in the fashion, videogame, and music industries as they introduce four teenagers to their emerging businesses, studios — and algebra challenges.

Fashion designer Chloe, who won season two of "Project Runway," asks the four teens to use proportional reasoning — and a sense of style — to take apart a poly charmeuse top, re-envisioning the sample shirt in a way that trims $5 off the cost of its fabrics.

A developer of online games for Facebook and other websites, Julia tasks the teens with programming a version of "Asteroids" by drawing on coordinate graphing and linear equations.

DobleFlo hip-hop artists Manny Dominguez and Luis Lopez challenge the foursome to adjust the tempo of an instrumental sample to synch it up to a drum track, which requires calculating beats per minute.

Compiled and edited in the style of reality-TV game shows, these clips stop to let you try the math using the interactive tools provided; then resume to show how the four adolescents creatively applied algebra in these contemporary fields of art and design.

For this program of WNET's THIRTEEN, DobleFlo recorded the original rap "Get the Math." Download a free mp3 of the song here:


Get the Math is distributed by American Public Television with support from The Moody's Foundation.

Now taking place: math education conversation of the hour

"The results as measured by the Force Concept Inventory? Not much difference. A bit higher, but not significantly different. More pseudoteaching? Very different teaching, but not what I was looking for in the form of results. Then I took a summer course on Modeling Instruction. I modified my materials again, used some of the Modeling instruction materials, created some totally new stuff. The results...."
- Mark, posted to the math-teach discussion

AIM's Math Teachers' Circle Workshops and Institutes


Apply now for the American Institute of Mathematics' workshops and summer institutes on math teachers' circles.

First featured in these pages last March, AIM again offers professional development opportunities that put middle school math teachers in regular contact with mathematicians to work on mathematical problem solving in the context of rich problems.

Almost half of the states in the union already have active member circles, or plan to have them:



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