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Topic: Newsletter: Math Forum Internet News No. 19.30 (25 Jul 14)
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Math Forum Internet News

Posts: 516
Registered: 3/1/05
Newsletter: Math Forum Internet News No. 19.30 (25 Jul 14)
Posted: Jul 25, 2014 12:15 PM
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25 July, 2014 Vol. 19, No. 30

THE MATH FORUM @ DREXEL INTERNET NEWS

Twitter Math Camp 2014
Instructional Practices for First-Grade Math Students
The New Yorker Magazine Does the Math, Free

TWITTER MATH CAMP 2014

http://twittermathcamp.pbworks.com/w/page/66474056/TMC%20FrontPage

TwitterMathCamp 2014 (TMC14) kicked off yesterday. Follow this
"conference run by teachers, for teachers" with the wiki above,
which gathers

- morning sessions
- presentations, afternoon sessions, and "My Favorites"
- participant blogs
- participant Twitter handles

Last week, TMC launched a Pinterest account, which already
features two dozen boards for math grades and courses, teacher
blogs, interactive notebooks, Standards Based Grading (SBG),
formative assessment, and other topics:

http://www.pinterest.com/TMathC/

TMC most recently appeared in these pages when the event came
to the Forum's own Drexel University. Get in on the long
weekend's continuing action with the hashtag #TMC14:

https://twitter.com/hashtag/tmc14&mode=realtime

-|-\-/-|-\-/-|-\-/-|-\-/-|-\-/-|-\-/-|-\-/-|-\-/-|-\-/-|-\-/-|-

INSTRUCTIONAL PRACTICES FOR FIRST-GRADE MATH STUDENTS

http://news.psu.edu/story/320739/2014/07/15/research/instructional-practices-may-need-change-boost-first-grade-math

How do we teach first graders who have a history of
difficulties with math?

Researchers at The Pennsylvania State University and
University of California, Irvine, have published an analysis of
the association between the instructional practices used by
over 3,600 U.S. teachers and the mathematics achievement gains
by their nearly 13,400 students. For students with math
difficulties, only traditional, teacher-directed
practices -- such as relying on textbooks, worksheets, and
practice and drill -- correlated with achievement gains. When
faced with higher percentages of these students, however,
teachers tended toward more student-centered practices, such as
using manipulatives, movement, and music.

According to one of the study's authors, "Math educators have
created many competing curricula, and we have very limited
understanding of their relative effectiveness. However,
activities such as routine practice or drill, math worksheets,
problems from textbooks and math on the chalkboard appear to be
most effective, probably because they increase the automaticity
of arithmetic."

The article goes on to conclude that "only those
student-centered practices involving work on problems with
several solutions, peer tutoring, and activities involving
real-life mathematics might be expected to result in greater
achievement, and only for first grade students without a prior
history" of mathematics difficulties.

"Which Instructional Practices Most Help First-Grade Students
With and Without Mathematics Difficulties?" appears in the most
recent issue of Educational Evaluation and Policy Analysis, a
peer-reviewed quarterly of the American Educational Research
Association (AERA). Freely access the abstract and citation
details here:

http://www.aera.net/Newsroom/RecentAERAResearch/tabid/15552/Default.aspx

-|-\-/-|-\-/-|-\-/-|-\-/-|-\-/-|-\-/-|-\-/-|-\-/-|-\-/-|-\-/-|-

THE NEW YORKER MAGAZINE DOES THE MATH, FREE

http://www.newyorker.com/magazine/2014/07/28/note-readers

This week, The New Yorker announced a "summer-long
free-for-all": unfettered access to articles from 2007 to the
present -- no need for payment, login, or subscription.

Education- and math-themed non-fiction from the past seven
years, many from the weekly's Annals of Education
section, include

- "A Mathematician Goes to the Beach," by Gregory Buck
http://www.newyorker.com/culture/culture-desk/a-mathematician-goes-to-the-beach
- "Most Likely to Succeed: How do we hire when we can't
tell who's right for the job?" by Malcolm Gladwell
http://www.newyorker.com/magazine/2008/12/15/most-likely-to-succeed-2
- "A Test for School Reform in Newark," by Dale Russakoff
http://www.newyorker.com/magazine/2014/05/19/schooled
- "Has the future of college moved online?" by Nathan Heller
http://www.newyorker.com/magazine/2013/05/20/laptop-u
- "Turning Tricks: The rise and fall of contract bridge," a
book review by David Owen
http://www.newyorker.com/magazine/2007/09/17/turning-tricks
- "Bracket Algebra," by Jon Michaud
http://www.newyorker.com/the-sporting-scene/bracket-algebra
- "Don't! The secret of self-control," by Jonah Lehrer
http://www.newyorker.com/magazine/2009/05/18/dont-2
- "Get Rich U.," by Ken Auletta
http://www.newyorker.com/magazine/2012/04/30/get-rich-u
- "Public Defender: Diane Ravitch takes on a movement," by
David Denby
http://www.newyorker.com/magazine/2012/11/19/public-defender
- "A MOOC Mystery," by Michael Guerriero
http://www.newyorker.com/news/news-desk/a-mooc-mystery-where-do-online-students-go

Just last week, the periodical with more National Magazine
Awards than any other chronicled the saga of Atlanta's
public schools:

http://www.newyorker.com/magazine/2014/07/21/wrong-answer

Hurry and pack in your summer reading now; The New Yorker plans
to roll out a metered paywall system sometime this autumn.

-|-\-/-|-\-/-|-\-/-|-\-/-|-\-/-|-\-/-|-\-/-|-\-/-|-\-/-|-\-/-|-

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The Math Forum @ Drexel ** 25 July 2014

An archive of all the Math Forum newsletters
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<td><font color="#333333" size="1" face="Verdana, Arial, Helvetica, sans-serif"><strong>25 July, 2014</strong></font></td>
<td><div align="right"><font color="#333333" size="1" face="Verdana, Arial, Helvetica, sans-serif"><strong>Volume 19 No. 30</strong></font></div></td>
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<p>
<font color="#003399" size="2" face="Verdana, Arial, Helvetica, sans-serif">
<strong>In This Issue</strong>
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<!-- Start - Table of contents -->

<p><font size="2" face="Arial, Helvetica, sans-serif">Twitter Math Camp 2014</font></p>
<p><font size="2" face="Arial, Helvetica, sans-serif">Instructional Practices for First-Grade Math Students</font></p>
<p><font size="2" face="Arial, Helvetica, sans-serif">The New Yorker Magazine Does the Math, Free</font></p>

<p>&nbsp;</p>

<p>
<img src="http://mathforum.org/pd/images/continuum.pd.jpg"; width=45><br />
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<font color="#000000" size="1" face="Verdana, Arial, Helvetica, sans-serif">
If you prefer to receive a text-only version, please send a note to <a href="http://mathforum.org/electronic.newsletter/mfin.faq.html#feedback">the Math Forum Internet Newsletter editors</a> and we will subscribe you to that list.<br>
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</font>
</p><hr>
<p>
<font size="2" face="Arial, Helvetica, sans-serif">
<p><strong>
<font color="#003399">Twitter Math Camp 2014</font>
</strong>
</p>
<p align="center">
<a href="http://twittermathcamp.pbworks.com/w/page/66474056/TMC%20FrontPage">http://twittermathcamp.pbworks.com/w/</a><br><a href="http://twittermathcamp.pbworks.com/w/page/66474056/TMC%20FrontPage">page/66474056/TMC%20FrontPage</a>
</p>
<p>
TwitterMathCamp 2014 (TMC14) kicked off yesterday. Follow this
"conference run by teachers, for teachers" with the wiki above,
which gathers
</p>
<ul>
<li>
morning sessions
</li>
<li>
presentations, afternoon sessions, and "My Favorites"
</li>
<li>
participant blogs
</li>
<li>
participant Twitter handles
</li>
</ul>
<p>
Last week, TMC launched a Pinterest account, which already
features two dozen boards for math grades and courses, teacher
blogs, interactive notebooks, Standards Based Grading (SBG),
formative assessment, and other topics:
</p>
<p align="center"><a href="http://www.pinterest.com/TMathC/">http://www.pinterest.com/TMathC/</a></p>
<p>
TMC most recently appeared in these pages when the event came
to the Forum's own Drexel University. Get in on the long
weekend's continuing action with the hashtag #TMC14:
</p>
<p align="center"><a href="https://twitter.com/hashtag/tmc14&mode=realtime">https://twitter.com/hashtag/tmc14&mode=realtime</a>
</font></p>

<hr>

<p><font size="2" face="Arial, Helvetica, sans-serif">
<p><strong><font color="#003399">Instructional Practices for First-Grade Math Students</font></strong></p>
<p align="center">
<a href="http://news.psu.edu/story/320739/2014/07/15/research/instructional-practices-may-need-change-boost-first-grade-math">http://news.psu.edu/story/320739/2014/07/15/</a><br><a href="http://news.psu.edu/story/320739/2014/07/15/research/instructional-practices-may-need-change-boost-first-grade-math">research/instructional-practices-may-</a><br><a href="http://news.psu.edu/story/320739/2014/07/15/research/instructional-practices-may-need-change-boost-first-grade-math">need-change-boost-first-grade-math</a>
</p>
<p>
How do we teach first graders who have a history of
difficulties with math?
</p>
<p>
Researchers at The Pennsylvania State University and
University of California, Irvine, have published an analysis of
the association between the instructional practices used by
over 3,600 U.S. teachers and the mathematics achievement gains
by their nearly 13,400 students. For students with math
difficulties, only traditional, teacher-directed
practices &mdash; such as relying on textbooks, worksheets, and
practice and drill &mdash; correlated with achievement gains. When
faced with higher percentages of these students, however,
teachers tended toward more student-centered practices, such as
using manipulatives, movement, and music.
</p>
<p>
According to one of the study's authors, "Math educators have
created many competing curricula, and we have very limited
understanding of their relative effectiveness. However,
activities such as routine practice or drill, math worksheets,
problems from textbooks and math on the chalkboard appear to be
most effective, probably because they increase the automaticity
of arithmetic."
</p>
<p>
The article goes on to conclude that "only those
student-centered practices involving work on problems with
several solutions, peer tutoring, and activities involving
real-life mathematics might be expected to result in greater
achievement, and only for first grade students without a prior
history" of mathematics difficulties.
</p>
<p>
"Which Instructional Practices Most Help First-Grade Students
With and Without Mathematics Difficulties?" appears in the most
recent issue of <em>Educational Evaluation and Policy Analysis</em>, a
peer-reviewed quarterly of the American Educational Research
Association (AERA). Freely access the abstract and citation
details here:
</p>
<p align="center"><a href="http://www.aera.net/Newsroom/RecentAERAResearch/tabid/15552/Default.aspx">http://www.aera.net/Newsroom/RecentAERAResearch/</a><br><a href="http://www.aera.net/Newsroom/RecentAERAResearch/tabid/15552/Default.aspx">tabid/15552/Default.aspx</a></p>
</font></p>

<hr>

<p><font size="2" face="Arial, Helvetica, sans-serif">
<p><strong><font color="#003399">The New Yorker Magazine Does the Math, Free</font></strong></p>
<p align="center">
<a href="http://www.newyorker.com/magazine/2014/07/28/note-readers">http://www.newyorker.com/magazine/2014/07/28/note-readers</a>
</p>
<p>
This week, <em>The New Yorker</em> announced a "summer-long
free-for-all": unfettered access to articles from 2007 to the
present &mdash; no need for payment, login, or subscription.
</p>
<p>
Education- and math-themed non-fiction from the past seven
years, many from the weekly's Annals of Education
section, include
</p>
<ul>
<li>
"A Mathematician Goes to the Beach," by Gregory Buck
<br>
&nbsp;&nbsp;&nbsp;
<a href="http://www.newyorker.com/culture/culture-desk/a-mathematician-goes-to-the-beach">http://www.newyorker.com/culture/culture-desk/a-mathematician-goes-to-the-beach</a>
</li>
<li>
"Most Likely to Succeed: How do we hire when we can't tell who's right for the job?" by Malcolm Gladwell
<br>
&nbsp;&nbsp;&nbsp;
<a href="http://www.newyorker.com/magazine/2008/12/15/most-likely-to-succeed-2">http://www.newyorker.com/magazine/2008/12/15/most-likely-to-succeed-2</a>
</li>
<li>
"A Test for School Reform in Newark," by Dale Russakoff
<br>
&nbsp;&nbsp;&nbsp;
<a href="http://www.newyorker.com/magazine/2014/05/19/schooled">http://www.newyorker.com/magazine/2014/05/19/schooled</a>
</li>
<li>
"Has the future of college moved online?" by Nathan Heller
<br>
&nbsp;&nbsp;&nbsp;
<a href="http://www.newyorker.com/magazine/2013/05/20/laptop-u">http://www.newyorker.com/magazine/2013/05/20/laptop-u</a>
</li>
<li>
"Turning Tricks: The rise and fall of contract bridge," a book review by David Owen
<br>
&nbsp;&nbsp;&nbsp;
<a href="http://www.newyorker.com/magazine/2007/09/17/turning-tricks">http://www.newyorker.com/magazine/2007/09/17/turning-tricks</a>
</li>
<li>
"Bracket Algebra," by Jon Michaud
<br>
&nbsp;&nbsp;&nbsp;
<a href="http://www.newyorker.com/the-sporting-scene/bracket-algebra">http://www.newyorker.com/the-sporting-scene/bracket-algebra</a>
</li>
<li>
"Don't! The secret of self-control," by Jonah Lehrer
<br>
&nbsp;&nbsp;&nbsp;
<a href="http://www.newyorker.com/magazine/2009/05/18/dont-2">http://www.newyorker.com/magazine/2009/05/18/dont-2</a>
</li>
<li>
"Get Rich U.," by Ken Auletta
<br>
&nbsp;&nbsp;&nbsp;
<a href="http://www.newyorker.com/magazine/2012/04/30/get-rich-u">http://www.newyorker.com/magazine/2012/04/30/get-rich-u</a>
</li>
<li>
"Public Defender: Diane Ravitch takes on a movement," by David Denby
<br>
&nbsp;&nbsp;&nbsp;
<a href="http://www.newyorker.com/magazine/2012/11/19/public-defender">http://www.newyorker.com/magazine/2012/11/19/public-defender</a>
</li>
<li>
"A MOOC Mystery," by Michael Guerriero
<br>
&nbsp;&nbsp;&nbsp;
<a href="http://www.newyorker.com/news/news-desk/a-mooc-mystery-where-do-online-students-go">http://www.newyorker.com/news/news-desk/a-mooc-mystery-where-do-online-students-go</a>
</li>
</ul>
<p>
Just last week, the periodical with more National Magazine
Awards than any other chronicled the saga of Atlanta's
public schools:
</p>
<p align="center"><a href="http://www.newyorker.com/magazine/2014/07/21/wrong-answer">http://www.newyorker.com/magazine/2014/07/21/wrong-answer</a></p>
<p>
Hurry and pack in your summer reading now; <em>The New Yorker</em> plans
to roll out a metered paywall system sometime this autumn.
</p>
</font></p>

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