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How you can be good at math, and other surprising facts about learning | Jo Boaler | TEDxStanford

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How you can be good at math, and other surprising facts about learning | Jo Boaler | TEDxStanford

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How you can be good at math, and other surprising facts about learning | Jo Boaler | TEDxStanford

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"As an elementary school principal, I'll do everything I can to get Table Talk Math in the hands of parent communities. John Stevens' honest experiences about the power of having meaningful and intentional conversations with kids is truly transformative. If you're looking for ways to promote curiosity, confidence, and risk taking in your own children, this book is, without a doubt, for you!"
​
-Amy Fadeji, mrsfadeji.blogspot.com

"Table Talk Math is chock-full of stories that will make you feel like you're seated at John's table. This practical guide provides the perfect balance of accessible resources, empowering coaching, and authentic humor. Teachers and parents, get ready to pull up a chair, and invite students of all ages to join mathematical conversations that develop number sense, perseverance, and joy."

-Cathy Yenca, mathycathy.com

"How appropriate that a book designed to help parents have conversations about math with their children is written in such a conversational format. If more authors approached math in the way that John Stevens does in Table Talk Math, we might be able to begin to erase the stigma that surrounds math in our culture."

-Donna Boucher, math consultant and coauthor of Guided Math Workshop, mathcoachscorner.com

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"As an elementary school principal, I'll do everything I can to get Table Talk Math in the hands of parent communities. John Stevens' honest experiences about the power of having meaningful and intentional conversations with kids is truly transformative.

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Sharing in an app allows educators to pose problems and investigations for students by using an 8-character code or link. Students can share their thinking with their teachers and classmates. Share codes remain available for continued use for 18 months from the date they are last accessed.
Watch the video to learn how sharing works.

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Sharing in an app allows educators to pose problems and investigations for students by using an 8-character code or link. Students can share their thinking with their teachers and classmates. Share codes remain available for continued use for 18 months from the date they are last accessed.

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Username: rasmath
Password: rasrocks

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Math Vocabulary Cards by The Math Learning Center

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Math Vocabulary Cards helps students deepen their conceptual understanding of key terms in mathematics.

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iPad Screenshots

To Count? Or, not to count? That is the question. Can you look at a carton of eggs and tell how many are left just by looking? Can you determine the amount of people at a table without walking around and tapping each of them on the top of the head? If you said yes to any of these questions then you, my friend, are a SUBITIZER!

Su-bi-tize (verb) - To perceive (know), at a glance, the number of items quickly presented.

Welcome to The Subitize Tree! This is the newest app from TeacherTipster.com! The object of the game is simple. Owl, frog, snail and many more of the forest animals have gotten trapped inside the Subitize Tree. You must perfect your subitizing skills in order to save our animal friends. Save all ten animals to beat the game and become a master subitizer!

Getting Started
*Choose a difficulty level (easy, medium or hard). This will determine how quickly the doors open and close on the Subitize Tree.
*Choose what object type you would like to play with. You may choose from playing cards, dominoes, symmetrical arrays, dice, ten frames, rekenreks, hands, random arrays and colored counters.
*You can also choose "random" if you'd like the game to randomly present items from all of the object types.
*Touch PLAY.

How to Play
*Touch the green subitize button and focus your attention on the doors.
*These doors will open, temporarily revealing a group of items, before slamming shut again.
*It is your job to subitize the objects while the doors are open!
*Now, you must decide how many objects you think are behind the door.
*Touch the number button (1-10) to make your final choice.
*The doors will re-open and reveal whether your choice was right or wrong.
*If you were correct you will activate one of the four lights found on top of the subitize box. When four lights are activated, an animal will be set free!
*Once an animal is released, its' matching star will be activated as well.
*Set all of our animal friends free to beat the game!

Notes
*You can open the menu at any time to adjust your game play settings (difficulty or object choice).
*There is no penalty for choosing a wrong answer. You simply won't receive points for that answer.
*You can isolate the objects in the menu if you want to practice on one particular object type.

Research on Subitizing
*Research indicates a strong relationship between subitizing skills and math achievement in the early grades.
*Research has also shown that subitizing benefits older students.
*Subitizing supports addition (counting on) and subtraction (counting back) skills.
*Subitizing supports fluency in more than and less than skills.
*Subitizing strengthens grouping skills (skip counting and multiplication)
*Subitizing supports fluency in recognizing visual patterns.
*Subitizing supports mathematical speed and accuracy.
*Some studies indicate that children are capable of subitizing as many as 15 objects correctly!
*Instant recognition (subitizing) has been adopted by several pedagogical systems, such as Montessori, Cuisenaire and Dienes.

Common Core Connection
*K.CC.1 - Count by 1s and 10s
*K.CC.2 - Count forward beginning from a given number
*K.CC.4 - Understand the relationship between numbers and quantities
*K.CC.5 - Count to answer "how many" about things arranged in an array
*K.OA.1 - Represent addition/subtraction with objects, fingers, drawings, etc.
*K.OA.3 - Decompose numbers less than 10 in more than one way
*K.OA.4 - Find the number that makes 10 when added to the given number
*K.OA.5 - Fluently add and subtract within 5
*1.OA.5 - Relate counting to addition and subtraction
*1.OA.6 - Fluency for addition/subtraction within 10
*1.NBT.1 - Read numerals and represent a number of objects with numbers
*2.OA.2 - Use mental strategies to add/subtract within 20
*2.OA.4 - Find the total number of objects arranged in arrays
*2.NBT.2 - Counting within 1000

This app has been updated by Apple to display the Apple Watch app icon.

Update for iOS 11

Possible bug?

I have used this app for several years and my kiddos love it! However this year, we are having trouble getting the sounds to work. I have deleted the app and reloaded it, but no luck. Any ideas as to how we can get the app sounds to work again? Thank you!

MUST HAVE!

This is a MUST HAVE learning resource for all students that struggle with their basic addition and subtraction facts fluency. Students NEED to build a "visual" memory first in order to understand and process numbers fluently. The adjustable speed option is perfect...allowing you to start slow and increase the speed as you begin to process faster with accuracy. After using this awesome subitizing app. my students have demonstrated great progress in just a month. This is really a great tool for all kids. Love it!

Great app!

This is a wonderful, engaging, and educational app that teaches/reinforces number sense. My only wish it had the option of just doing numbers up to 5, as it is too hard for preschoolers and young childeren (k-2) (although my 3 year old grandson loves it anyway), but since it is a normal progression for children to start with the number 5, it would make the App even more powerful and useful! Thanks for a great app!!

The developer, Doodle Smith Ink, has not provided details about its privacy practices and handling of data to Apple.

No Details Provided

The developer will be required to provide privacy details when they submit their next app update.

Information

Compatibility

iPad

Requires iPadOS 7.0 or later.

Family Sharing

Up to six family members can use this app with Family Sharing enabled.

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‎To Count? Or, not to count? That is the question. Can you look at a carton of eggs and tell how many are left just by looking? Can you determine the amount of people at a table without walking around and tapping each of them on the top of the head?

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Feed your guppy and play with numbers! Motion Math: Hungry Guppy is easy to play - simply drag bubbles together to add them, then feed the dots to your fish. Hungry Guppy encourages learners to build a strong sense of addition and understand what numbers represent - for example, "●●●" and "3" have the same meaning. There's 15 levels of gameplay for 3-year-olds to 7-year-olds and bonuses to customize your fish with new colors. Try it now:

Concepts Reinforced
* Mental addition
* Estimation

Common Core Standards
* K.CC.2., K.CC.4., K.CC.6-7., K.OA.1-5.
* 1.OA.2., 1.OA.7-8.
* 2.OA.2.

"I have yet to see anything this clearly focused for young children...A wonderful early learning math app that young children will not only enjoy but reap many benefits from as they play." - Carolina Nugent, Education Director, KinderTown

Learning Goals
* In the Dots levels, young children who don't yet know number symbols can practice addition. They'll learn, for example, that ● + ●● makes ●●●.
* In the Mixed levels, kids will learn number symbols. For example, ●●● and 3 have the same meaning, even if the dots are in a different alignment or in funny colors.
* In the Numbers levels, learners can practice adding numbers up to 5, seeing the many different ways to make a sum.

Math Pillar
* Number sense is critical for all other math topics.
* Fluid mental arithmetic is explicitly part of the Common Core Standard's "Number and Operations in Base Ten" domain in grades K - 2.

Key Product Features
* Instant addition: the metaphor of bringing elements together helps learners master the concept of addition
* 15 levels that turn screen time into learning time for kids ages 3 - 7
* Beautiful graphics and fun music
* Fun rewards: unlock new colors to customize your guppy

GET IT NOW! Download on your iPad, iPhone or iPod touch!

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Feed your guppy and play with numbers! Motion Math: Hungry Guppy is easy to play - simply drag bubbles together to add them, then feed the dots to your fish. Hungry Guppy encourages learners to build a strong sense of addition and understand what numbers represent - for example, "●●●" and "3" have the same meaning.

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iPad Screenshots

**Move beyond counting by 1's to more efficient strategies with number!**

Your child can now count objects up to a high number, perhaps 50 or even higher. Now what? The mathematical skill of subitizing is "instantly seeing how many." The tasks in this app are designed to develop this skill by flashing a graphic of objects on screen for a limited amount of time before vanishing. This constraint makes counting all objects a much less efficient strategy for the child. The learner must invent strategies that help him/her to see quantity in more flexible ways. This activity fosters development of number sense by facilitating progression towards this flexibility with number. In particular, children decompose and compose numbers in various ways. For example, seeing 13 as 6 + 6 + 1 or 5 + 5 + 3. Subitizing also helps develop the ideas of addition and subtraction.

*eight different game modes
*recommended for children in grades K-2
*meets a variety of Common Core State Standards for Mathematics

Information

Compatibility

Requires iOS 11.0 or later. Compatible with iPad.

Copyright

© 2012 Tom Patten

Family Sharing

With Family Sharing set up, up to six family members can use this app.

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‎**Move beyond counting by 1's to more efficient strategies with number!** Your child can now count objects up to a high number, perhaps 50 or even higher. Now what? The mathematical skill of subitizing is "instantly seeing how many." The tasks in this app are designed to develop this skill by flash...

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This is one of the best apps i have found till now. Appreciated your hard work.
Btw, here wa can provide rating, review, so as to the keyword searching install.Want to get more organic users, then find us in upmobi.xyz

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‎Subitizing, or quickly recognizing the quantity of objects in a group without having to count, is an important number sense skill. Practice recognizing the number of dots in a variety of pattern types including from 1 to 10 dots. Dice patterns and patterns based on 10-frames are included. Patterns...

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Get the action-packed preschool app that helps toddlers learn their 123s with 20 different mini-games! Whether they're serving up a seven-layer sandwich or finding 14 colorful cupcakes, TallyTots Counting offers a great way to explore quantity, order, sorting and more.

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Designed to promote mastery of number order. This app replicates a simple classroom activity in which children place number tiles in order from least to greatest.

Options include using 10, 15, or 20 number tiles and designating a range of beginning numbers.

Includes options in the iPad version to designate the beginning number as well as setting options to worth with hundreds and negative numbers.

Designed as part of the Number Sense Project at Augustana College in Rock Island, IL.

* Updated to support iOS12 - thank you for your patience.
* A few other minor tweaks.
* As time allows, I'd enjoy hearing how you're using this app in the classroom and at home.

Would like to have it say the number

I would like the option for it to say the number when you put it in the line. Great app for practicing numbers. I am glad you added tiles up to 100. Would be neat to see all 100 at once.

Excellent number skills and fine motor!

This is a great app to help with learning numbers and ordering them properly. Also has the added bonus of working on fine motor skills. This app keeps my daughter as well as my students with special needs busy and learning at the same time. Would definitely recommend--and you can't beat the price!! Would be cool if you could go up to 100 all at one time as well as learn each block of 10-20 numbers to 100 in increments. Thanks for keeping us learning!!

The developer, Classroom Focused Software, has not provided details about its privacy practices and handling of data to Apple. For more information, see the developer's privacy policy.

No Details Provided

The developer will be required to provide privacy details when they submit their next app update.

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‎Designed to promote mastery of number order. This app replicates a simple classroom activity in which children place number tiles in order from least to greatest. Options include using 10, 15, or 20 number tiles and designating a range of beginning numbers. Includes options in the iPad version t...

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Fluency Without Fear: Research Evidence on the Best Ways to Learn Math Facts

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Fluency Without Fear: Research Evidence on the Best Ways to Learn Math Facts

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Download PDF Fluency Without Fear: Research Evidence on the Best Ways to Learn Math Facts By Jo Boaler, Professor of Mathematics Education, co-founder youcubed With the help of Cathy Williams, […]

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Many people incorrectly believe that being good at mathematics means being fast at mathematics. It doesn't and we need to dissociate mathematics from speed. When we value fast computation (as many classrooms do) we encourage a subset of learners who compute quickly and discourage many others, including deep slow thinkers who are very important to mathematics.

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Memorizers are the Lowest Achievers and Other Surprises

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Memorizers are the Lowest Achievers and Other Surprises

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Get important education news and analysis delivered straight to your inbox
It's time to debunk the myths about who is good in math, and Common Core state standards move us toward this worthy goal. Mathematics and technology leaders support the standards because they are rooted in the new brain and learning sciences.

All children are different in their thinking, strength and interests. Mathematics classes of the past decade have valued one type of math learner, one who can memorize well and calculate fast.

Yet data from the 13 million students who took PISA tests showed that the lowest achieving students worldwide were those who used a memorization strategy - those who thought of math as a set of methods to remember and who approached math by trying to memorize steps. The highest achieving students were those who thought of math as a set of connected, big ideas.

The U.S. has more memorizers than most other countries in the world. Perhaps not surprisingly as math teachers, driven by narrow state standards and tests, have valued those students over all others, communicating to many other students along the way - often girls - that they do not belong in math class.

The fact that we have valued one type of learner and given others the idea they cannot do math is part of the reason for the widespread math failure and dislike in the U.S.
Related: Common Core math experts say teachers need to stop using shortcuts and math tricks
Brain science tells us that the students who are better memorizers do not have more math "ability" or potential but we continue to value the faster memorizers over those who think slowly, deeply and creatively - the students we need for our scientific and technological future. The past decade has produced a generation of students who are procedurally competent but cannot think their way out of a box. This is a problem.

We don't need students to calculate quickly in math. We need students who can ask good questions, map out pathways, reason about complex solutions, set up models and communicate in different forms. All of these ways of working are encouraged by the Common Core.

Mathematics is a broad and multidimensional subject. Real mathematics is about inquiry, communication, connections, and visual ideas. We don't need students to calculate quickly in math. We need students who can ask good questions, map out pathways, reason about complex solutions, set up models and communicate in different forms. All of these ways of working are encouraged by the Common Core.
Related: Should we stop making kids memorize times tables?
Technology leaders are publically arguing that calculation is not math, and that math is a much broader subject. Conrad Wolfram, one of the leaders of one of the world's most important mathematics companies, Wolfram-Alpha, urges schools to stop emphasizing calculating and focus instead on problem solving, modeling, thinking, and reasoning as these are the mathematical abilities that students need in the workplace and their high tech lives. This broad, multidimensional mathematics is the math that engages many more learners and puts them on a pathway to life long success.
Related: Testing gives third-graders upset stomachs, tears, even fevers
Part of the problem in the U.S. is the desperation of many parents to advance their children in math, pushing them to higher levels of math faster and sooner, somehow believing that a resume packed with advanced math courses will guarantee their future. Bill Jacob, a mathematics professor at the University of California, Santa Barbara, speaks openly about the dangers of students being pushed to higher levels of mathematics too soon. "I know it is hard to persuade parents that their students shouldn't race to get calculus, but I really wish they wouldn't. Too much content and depth is left out when they do." said Jacob, who is not alone in saying that he would rather have students in his university mathematics courses that have breadth in their mathematical experiences than any additional Advanced Placement courses. Experts in England are giving the same advice to parents of high achieving students. Geoff Smith, chairman of the British and International Math Olympiads warns that accelerating children through the system is a "disaster" and a "mistake". He, like me, recommends that high achieving students explore the mathematics they are learning in depth, instead of rushing forward.

Mathematics is not a subject that requires fast thinking. Award winning mathematicians talk about their slow, deep thinking in math. Fields Medal winning mathematician Laurent Schwartz wrote in his autobiography that he felt stupid in school because he was one of the slowest thinkers in math. Eventually he realized that speed was not important - "What is important is to deeply understand things and their relations to each other. This is where intelligence lies. The fact of being quick or slow isn't really relevant."

Some school districts, such as San Francisco Unified, are trying to slow down the math experience, requiring that advanced students go deeper rather than faster. Students still reach calculus but the pathway to calculus consists of deep understanding rather than procedures and memorization. This is an important move. There is no harm in students being introduced to higher-level mathematics earlier, as long as the mathematics is enjoyable and ideas can be explored deeply. Third graders can be fascinated by the notion of infinity, or the fourth dimension, but they do not need a race through procedural presentations of mathematics.
Jo Boaler is a professor of mathematics education at Stanford University, co-founder of This story was produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Read more about Common Core. www.youcubed.org, and author of What's Math Got To Do With It: How Teachers and Parents can Transform Mathematics Learning and Inspire Success. (Penguin, 2015)
New brain science tells us that no one is born with a math gift or a math brain and that all students can achieve in math with the right teaching and messages. The classrooms that produce high achieving students are those in which students work on deep, rich mathematics through tasks that they can take to any level they want. No one is told what level they can reach and no one is held back by narrow questions that limit students' mathematical development and creativity.

Many people across the U.S. have gross misconceptions about mathematics learning, thinking that mathematics is a narrow subject of memorization and speed and that people who do not calculate fast or memorize well are not 'math people'. We need to change the conversations about mathematics, communicating to all children that they can learn. We also need to change the way math is taught, valuing the different ways of thinking that are so important to the subject. Mathematics, itself, needs this and although change is hard, it should be embraced.

We need to broaden mathematics and open the doors of mathematics to all students. When we do this we will see many more creative, energized young people equipped to think quantitatively about our ever-changing world. We all need this.

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Memorizers are the lowest achievers and other Common Core math surprises

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We continue to value sudents good at math memorization over those who think slowly, deeply and creatively - the students we need for our future.

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Parents' Beliefs About Math Can Change Their Child's Achievement

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Parents' Beliefs About Math Can Change Their Child's Achievement

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We now know that the messages we give students can change their performance dramatically, and that students need to know that the adults in their lives believe in them. Researchers are learning that students' ideas about their ability and potential are extremely important, much more than previously understood. As well as the messages we give students about their potential, brain research is now showing that messages students pick up from their parents about math and their parents' relationships with math can also change students' math learning and achievement.

In an important study researchers found that when mothers told their daughters they were not good at math in school, their daughter's achievement declined almost immediately (Eccles & Jacobs, 1986). In a new study neuroscientists Erin Maloney and colleagues found that parents' math anxiety reduced their children's learning of math across grades 1 and 2, but only if parents helped their children on math homework (Maloney, Ramirez, Gunderson, Levine, & Beilock, 2015) If they did not help them on homework, the parents' math anxiety did not detract from their children's learning.

The parents' math knowledge did not turn out to have any impact, only their level of math anxiety.

Both studies, again, communicate the importance of the messages students receive, as it was not math knowledge that harmed the students' performance but the parents' anxiety. We do not know what parents with math anxiety say to their children but it is likely they communicate the negative messages we know to be harmful, such as "math is hard" or "I was never good at math in school." It is critical that when parents interact with children about math they communicate positive messages, saying that math is exciting and it is an open subject that anyone can learn with hard work, that it is not about being "smart" or not and that math is all around us in the world. For more parental advice on ways to help students with math see the parent page.

Teachers also need to give positive messages to students at all times. Many elementary teachers feel anxious about mathematics, usually because they themselves have been given fixed and stereotyped messages about the subject and their potential. When I taught in my online teacher/parent class that mathematics is a multidimensional subject that everyone can learn, many of the elementary teachers who took it described it as life-changing and approached mathematics differently afterward. Around 85% of elementary teachers in the United States are women, and Beilock, Gunderson, Ramirez, & Levine (2009) found something very interesting and important. The researchers found that the levels of anxiety held by women elementary teachers also predicted the achievement of the girls in their classes, but not the boys (Beilock et al., 2009). Girls look up to their female teachers and identify with them at the same time as teachers are often and sadly conveying the idea that math is hard for them or they are just not a "math person." Many teachers try to be comforting and sympathetic about math, telling girls not to worry, that they can do well in other subjects. We now know such messages are extremely damaging.

Teachers and parents need to replace sympathetic messages such as "Don't worry, math isn't your thing" with positive messages such as "You can do this, I believe in you, math is an open, beautiful subject that is all about effort and hard work."

This article contains excerpts from Jo Boaler's new book, Mathematical Mindsets: Unleashing Students' Potential Through Creative Math, Inspiring Messages and Innovative Teaching
References

Beilock, L. S., Gunderson, E. A., Ramirez, G., & Levine, S. C. (2009). Female teachers' math anxiety affects girls' math achievement. Proceedings of the National Academy of Sciences, 107(5), 1860-1863.

Boaler, J. (2015). Mathematical Mindsets: Unleashing Students' Potential Through Creative Math, Inspiring Messages and Innovative Teaching. San Francisco, CA: Jossey-Bass.

Eccles, J., & Jacobs, J. (1986). Social forces shape math attitudes and performance. Signs, 11(2), 367-380.

Maloney, E. A., Ramirez, G., Gunderson, E. A., Levine, S. C., & Beilock, S. L. (2015). Intergenerational effects of parents' math anxiety on children's math achievement and anxiety. Psychological Science, 0956797615592630.

We now know that the messages we give students can change their performance dramatically, and that students need to know that the adults in their lives believe in them. Researchers are learning that students' ideas about their ability and potential are extremely important, much more than previously understood. As well as the messages we give students about their potential, brain research is now showing that messages students pick up from their parents about math and their parents' relationships with math can also change students' math learning and achievement.

In an important study researchers found that when mothers told their daughters they were not good at math in school, their daughter's achievement declined almost immediately (Eccles & Jacobs, 1986). In a new study neuroscientists Erin Maloney and colleagues found that parents' math anxiety reduced their children's learning of math across grades 1 and 2, but only if parents helped their children on math homework (Maloney, Ramirez, Gunderson, Levine, & Beilock, 2015) If they did not help them on homework, the parents' math anxiety did not detract from their children's learning.

The parents' math knowledge did not turn out to have any impact, only their level of math anxiety.

Both studies, again, communicate the importance of the messages students receive, as it was not math knowledge that harmed the students' performance but the parents' anxiety. We do not know what parents with math anxiety say to their children but it is likely they communicate the negative messages we know to be harmful, such as "math is hard" or "I was never good at math in school." It is critical that when parents interact with children about math they communicate positive messages, saying that math is exciting and it is an open subject that anyone can learn with hard work, that it is not about being "smart" or not and that math is all around us in the world. For more parental advice on ways to help students with math see the parent page.

Teachers also need to give positive messages to students at all times. Many elementary teachers feel anxious about mathematics, usually because they themselves have been given fixed and stereotyped messages about the subject and their potential. When I taught in my online teacher/parent class that mathematics is a multidimensional subject that everyone can learn, many of the elementary teachers who took it described it as life-changing and approached mathematics differently afterward. Around 85% of elementary teachers in the United States are women, and Beilock, Gunderson, Ramirez, & Levine (2009) found something very interesting and important. The researchers found that the levels of anxiety held by women elementary teachers also predicted the achievement of the girls in their classes, but not the boys (Beilock et al., 2009). Girls look up to their female teachers and identify with them at the same time as teachers are often and sadly conveying the idea that math is hard for them or they are just not a "math person." Many teachers try to be comforting and sympathetic about math, telling girls not to worry, that they can do well in other subjects. We now know such messages are extremely damaging.

Teachers and parents need to replace sympathetic messages such as "Don't worry, math isn't your thing" with positive messages such as "You can do this, I believe in you, math is an open, beautiful subject that is all about effort and hard work."

This article contains excerpts from Jo Boaler's new book, Mathematical Mindsets: Unleashing Students' Potential Through Creative Math, Inspiring Messages and Innovative Teaching
References

Beilock, L. S., Gunderson, E. A., Ramirez, G., & Levine, S. C. (2009). Female teachers' math anxiety affects girls' math achievement. Proceedings of the National Academy of Sciences, 107(5), 1860-1863.

Boaler, J. (2015). Mathematical Mindsets: Unleashing Students' Potential Through Creative Math, Inspiring Messages and Innovative Teaching. San Francisco, CA: Jossey-Bass.

Eccles, J., & Jacobs, J. (1986). Social forces shape math attitudes and performance. Signs, 11(2), 367-380.

Maloney, E. A., Ramirez, G., Gunderson, E. A., Levine, S. C., & Beilock, S. L. (2015). Intergenerational effects of parents' math anxiety on children's math achievement and anxiety. Psychological Science, 0956797615592630.

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Parents' Beliefs about Math Change Their Children's Achievement - YouCubed

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We now know that the messages we give students can change their performance dramatically, and that students need to know that the adults in their lives believe in them. Researchers are learning that students' ideas about their ability and potential are extremely important, much more than previously understood.

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12 Steps to Increase Your Child's Math Achievement

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12 Steps to Increase Your Child's Math Achievement

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Visual Math Improves Performance - YouCubed

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Mathematics educators have long known that engaging students in visual representations of mathematics is extremely helpful for their learning. When youcubed offered “How Close to 100” as an activity for learning math facts with visual representations, teachers across the world were thrilled and resp…

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Speed and Time Pressure Blocks Working Memory

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Speed and Time Pressure Blocks Working Memory

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Speed and Time Pressure Blocks Working Memory 

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Bedtime Math: A Fun Excuse to Stay Up Late

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Bedtime Math: A Fun Excuse to Stay Up Late

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Alexander, Who Used to Be Rich Last Sunday

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Alexander, Who Used to Be Rich Last Sunday

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How Many Guinea Pigs Can Fit On a Plane?

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How Many Guinea Pigs Can Fit On a Plane?

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Stick and Split is a times tables game that really helps children learn. Its unique design doesn't ask lots of questions - children soon get bored with that - but instead sets them lots of challenges that over time build the memory of multiplication and division facts - what many people call the times tables.