The information below is from Heather Campbell at Chegg
(emphasis DSC)


 

Chegg Math Solver is an AI-driven tool to help the student understand math. It is more than just a calculator – it explains the approach to solving the problem. So, students won’t just copy the answer but understand and can solve similar problems at the same time. Most importantly,students can dig deeper into a problem and see why it’s solved that way. You can learn more about us here.

In every subject, there are many key concepts and terms that are crucial for students to know and understand. Often it can be hard to determine what the most important concepts and terms are for a given subject, and even once you’ve identified them you still need to understand what they mean. To help you learn and understand these terms and concepts, we’ve provided thousands of definitions, written and compiled by Chegg experts. Further details here.

 

 

 

 

 


From DSC:
I see this type of functionality as a piece of a next generation learning platform — a piece of the Living from the Living [Class] Room type of vision. Great work here by Chegg!

Likely, students will also be able to take pictures of their homework, submit it online, and have that image/problem analyzed for correctness and/or where things went wrong with it.

 

 


 

 
 

Smart Machines & Human Expertise: Challenges for Higher Education — from er.educause.edu by Diana Oblinger

Excerpts:

What does this mean for higher education? One answer is that AI, robotics, and analytics become disciplines in themselves. They are emerging as majors, minors, areas of emphasis, certificate programs, and courses in many colleges and universities. But smart machines will catalyze even bigger changes in higher education. Consider the implications in three areas: data; the new division of labor; and ethics.

 

Colleges and universities are challenged to move beyond the use of technology to deliver education. Higher education leaders must consider how AI, big data, analytics, robotics, and wide-scale collaboration might change the substance of education.

 

Higher education leaders should ask questions such as the following:

  • What place does data have in our courses?
  • Do students have the appropriate mix of mathematics, statistics, and coding to understand how data is manipulated and how algorithms work?
  • Should students be required to become “data literate” (i.e., able to effectively use and critically evaluate data and its sources)?

Higher education leaders should ask questions such as the following:

  • How might problem-solving and discovery change with AI?
  • How do we optimize the division of labor and best allocate tasks between humans and machines?
  • What role do collaborative platforms and collective intelligence have in how we develop and deploy expertise?


Higher education leaders should ask questions such as the following:

  • Even though something is possible, does that mean it is morally responsible?
  • How do we achieve a balance between technological possibilities and policies that enable—or stifle—their use?
  • An algorithm may represent a “trade secret,” but it might also reinforce dangerous assumptions or result in unconscious bias. What kind of transparency should we strive for in the use of algorithms?

 

 

 

Campus Technology recently announced the recipients of the 2018 Campus Technology Impact Awards.

 

Campus Technology recently announced the recipients of the 2018 Campus Technology Impact Awards.

 

Categories include:

  • Teaching and Learning
  • Education Futurists
  • Student Systems & Services
  • Administration
  • IT Infrastructure & Systems

 

From DSC:
Having served as one of the judges for these competitions during the last several years, I really appreciate the level of innovation that’s been displayed by many of the submissions and the individuals/institutions behind them. 

 

 

Topic Sheet – Fun Math Activities for Parents to Prevent the Summer Slide — with thanks to Jennifer Harrison for this resource
Tips and ideas for parents with young children (PreK-6) to practice math, boost skills, AND have fun

Excerpt:

Thursday, May 17, 2018 — For stories on the Summer Slide, math education experts at ORIGO Education have compiled a list of activities and resources for parents to do with their young children.?

The Summer Slide is a very real issue, especially in mathematics instruction where students lose an average of 2.6 months of learning.

Quotes
From Debi DePaul, elementary mathematics consultant from ORIGO Education

  • “Summer is an ideal time to mix fun with learning. Parents can mix up math in the kitchen, on the sidewalk, even at the beach!”
  • “All children, but especially young children, need to keep practicing math in summer. But, this practice time should be fun!”
  • “Parents can turn playtime into learning time with some simple tweaks on the classic games and toys.”
  • “The best math activities involve using multiple senses like smell and touch. This multisensory play time cements deeper understanding of fundamental math skills like recognizing proportions, estimation skills, measurement skills, and number sense.”

Additional Ideas 

  1. Download the ORIGO EducationNum Fu apps in addition, subtraction, multiplication or division for free on the App Store.
  2. Sort, Count and Stack Legos – Sort Legos by color or shape. Stack and measure height of different Lego stacks.
  3. Mix and Match Buttons – Group buttons by color. Make piles of 5 and 10 and add.
  4. Grocery Store – Make lists with quantities needed. Count and subtract from a list as items are added to the cart.
  5. Egg Carton – Mark egg carton slots 1-12. Insert two marbles, close the lid and shake. Open and add the two numbers together wherever the marbles land. Numbers can also be multiplied or subtracted.
  6. Tell time using a clock with hands.
  7. Practice adding and subtracting with Monopoly money.
  8. Use different shaped geometric shaped cookie cutters to cut and make patterns in Play-doh
  9. Sculpt 3-dimensional shapes
  10. License Plate road games: Add up total numbers or closest to a target number
  11. Play card games like Blackjack
  12. Count dots on a group of Dominos and add, match dots on groups of 2s, 3s and so on
  13. Play Cribbage
  14. Visit a museum and create number- or shape-themed scavenger hunts

 

 

Research roundup: 4 new reports on what’s working for blended-learning practitioners — from christenseninstitute.org by Luis Flores

Excerpt:

At the start of the year, we published a blog post on interesting research from 2017 related to innovative approaches to school design. Even though we aren’t even half-way through 2018, there are already several insightful reports on blended and personalized learning from this year that are worth highlighting.

These reports examined various tools and approaches to implement blended and personalized learning models, as well as the potential impact these models could have on students and teachers. From examining how schools implemented their models sustainably to recommending methods to best support teachers, these are informative reports for anyone interested in implementing blended and personalized learning models in their schools.

1. Digital math tool produces gains in student achievement
2. Personalized learning can be implemented sustainably
3. PD-rich blended-learning plans increase chances of success
4. Ensure that teachers create, and design strategies for, their goals

 

 

 

 

From DSC:
I vote that we change the color that we grade papers — whether on paper (harcopy) or whether via digitally/electronically-based annotations — from red to green. Why? Because here’s how I see the colors:

  • RED:
    • Failure. 
    • You got it wrong. Bad job.
    • Danger
    • Stop!
    • Can be internalized as, “I’m no good at (writing, math, social studies, science, etc…..) and I’ll never be any good at it (i.e., the fixed mindset; I was born this way and I can’t change things).
  • GREEN:
    • Growth
      • As in spring, flowers appearing, new leaves on the trees, new life
      • As in support of a growth mindset
      • It helps with more positive thoughts/internalized messages: I may have got it wrong, but I can use this as a teaching moment; this feedback helps me grow…it helps me identify my knowledge and/or skills gaps
    • Health
    • Go (not stop); i.e., keep going, keep learning
    • May help develop more of a love of learning (or at least have more positive experiences with learning, vs feeling threatened or personally put down)

 

 

 

AI Helps Figure Out Where Students Go Wrong on Math Problems — from steamuniverse.com by Joshua Bolkan

Excerpt:

Researchers at Cornell University are working on software that will help math teachers understand what their students were thinking that led them to finding incorrect answers.

Erik Andersen, assistant professor of computer science at Cornell, said that teachers spend a lot of time grading math homework because grading is more complicated than just marking an answer as right or wrong.

“What the teachers are spending a lot of time doing is assigning partial credit and working individually to figure out what students are doing wrong,” Andersen said in a prepared statement. “We envision a future in which educators spend less time trying to reconstruct what their students are thinking and more time working directly with their students.”

 

 

 

 

Also see:

 

 

 

Paying for Personalized Learning — from thejournal.com by Dian Schaffhauser

Excerpt:

Just how much does it cost to set up a personalized learning plan for an entire school, and is it really sustainable? Could a typical school budget cover the expense — and what would happen if budget cuts had to be made? Those are the questions addressed in a new report out from LEAP Innovations and Afton Partners. LEAP works directly with schools to implement personalized learning; Afton focuses on financial and operational efficiency aspects of public school districts and charter schools.

A joint study examined six district and charter schools in Chicago Public Schools that have implemented personalized learning models over the last two years. All of the schools are part of LEAP’s Breakthrough Schools initiative, which supports the launch of innovative school models.

 

 

 

 

 

For the schools in the study, introducing personalized learning models throughout the entire building required “modest investment to start.” Start-up costs ranged from $338,000 to $780,000; on a per-pupil basis that was between $233 and $1,135. The models could be sustained “without ongoing grant funding on typical district budgets,” even during severe budget cuts, Afton reported.

The report offered a series of recommendations on improving the cost effectiveness of personalized learning and scaling the personalized learning model. Among the advice:

  • Make sure principals understand the flexibilities regarding funding and other categories that are at their disposal;
  • Try piloting a compensation structure that supports the teacher-leader model;
  • Combine resources across a district for common unmet needs, such as adoption or development of a learning management system; and
  • Be strategic in the use of grant funding; for example, develop a five-year financial plan that shows how the models will remain sustainable even after the grant-funding expires.

 

 

 

Also see:

 

 

Excerpt:

This report represents an exciting beginning. For any innovation to take hold, it must be effective and sustainable. Already, we’re seeing promising indicators of success: increases in scores on the Northwest Evaluation Association (NWEA) Measures of Academic Progress (MAP) test, taken by all Chicago Public Schools elementary students, in one Breakthrough Schools third-grade pilot classroom were striking. The school reports that reading attainment increased 51 percent in one year – growing from 35 percent of students meeting attainment benchmarks in 2015-2016 to 86 percent in 2016-2017. Their math results were equally impressive, reporting a 45 percent growth in student attainment – moving from 46 percent of students meeting attainment benchmarks to 91 percent within one school year. And as we outline here, not only can innovative school models be sustainable, but their innovative structures can make them so.

 

 

 

From DSC:
While I haven’t gone through all of these videos/modules/practice problems, I find the idea of using music to teach math very intriguing. So I wanted to pass this information along in case it helps some students (and teachers) out there!

You might find some (or all) of this a bit corny, but some kids out there might find this style much more interesting and engaging. It might better help get and maintain their attentions. It might help them better remember some of these concepts.

I’m posting these resources/links on my blog here because of such students. If such an approach helps them connect with the material, I say, “Good deal!”  Such an approach might suit their preferences quite well.

In fact, perhaps teachers could have their students design and produce these sorts of videos themselves! Talk about active learning/project based learning! Such a cross-disciplinary, team-based approach would involve students with interests and developing skills involving:

  • Digital video editing
  • Digital audio editing
  • Music
  • Drama/acting
  • Script writing
  • Instructional design

 


 

Per Matt Wolf, Managing Director at Tylerbarnettpr.com:

Singing math tutor, Huzefa Kapedia, has launched a new musically-based SAT Math Video Course that is sure to bring a smile to faces.

From crooning about the quadratic formula to rapping about slope intercept form, Huzefa introduces the only math SAT course to teach difficult concepts through the power of song.

Additionally, he provides 700 practice problems (all frequency-based), each with its own video explanation.

And…it actually works. Huzefa is not only helping kids score big on their SATs; he is also making the whole math studying thing pretty darn enjoyable.

 


Problem Solved: Scalar Learning Proves Any Person Can Be a Math Person
Online and In-Person Tutoring Platform Introduces Modern Mathematics for Today’s Student

Scalar Learning introduces an innovative online and in-person tutoring platform that enables individuals of all ages and backgrounds with the skills and confidence needed to master mathematics. Founded by software engineer and former patent attorney Huzefa Kapadia, Scalar Learning offers a variety of online courses, private tutoring sessions with specialized educators, and entertaining (and effective) math music videos geared at breathing new life into the outdated tutoring model.

“With Scalar Learning, I wanted to reinvent the tutoring concept for the modern world,” said Kapadia. “Everything I have designed and built is a product of my experience tutoring over 2,500 hours and teaching classrooms of both sixth and second grade math students. By blending vibrant and engaging video tutorials, high quality music videos to convey difficult formulas and concepts, and highly personalized and energetic one-on-one environments, we are able to engage our students on multiple levels. Too many people label themselves as ‘not a math person;’ my goal is to prove to them and the world that there is no such thing. Any person can become a math whiz with the right encouragement and training.”

Scalar Learning offers students a multi-tiered approach to mathematics, designed to engage at every level:

  • Online video courses, in subjects ranging from multiplication mastery to SAT prep, impart vital math concepts in an easy-to-digest and entertaining format.
  • One-on-one tutoring sessions with passionate educators can be arranged in-person, via Skype, or as a combination of the two, offering a welcomed flexibility to the traditional tutoring model.
  • A library of fun and highly entertaining free math music videos help reinforce important mathematical concepts through song, making it easier for students to remember complex formulas and explanations.

“Mathematics has always been my passion, which is why after years as an attorney, I made the career shift to education,” says Kapadia. “Having worked as a teacher and tutor at both private and public schools, I soon noticed how many students had a mental block when it came to math. They would admit defeat far too early simply because they were intimidated. Scalar Learning was born as a means to dismantle that premature defeat. Our system is proof that there is no such thing as being ‘bad at math.’ With the proper tools, practice, and guidance, any person can not only ‘get it,’ but they can also enjoy it.”

For more information, please visit http://scalarlearning.com.

 


 

 


 

 

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