Category Archives: OER News

10 Most Popular (and Free) Math Resources on Curriki

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By Janet Pinto, Chief Academic Officer, Curriki janetpic_preferred_cropped

If you know a math teacher or a student who’s interested in math, please tell them about Curriki. Did you know we offer more than 15,000 free online math open educational resources (OERs)? Here are our most popular math resources over the past year.

 

  1. fractionsTeaching Fractions  – this collection includes lessons and videos, including “Fraction Operations” and “Fun with Fractions.”
  2. Math for Americas: Lessons, Activities and Problems – designed for middle and high school students, this includes collections of lessons, activities, and problems organized by subject (pre-algebra, trigonometry, calculus, statistics, geometry and more).
  3. Geometry_mobile2Curriki Geometry PBL Modules –  Curriki Geometry comprises six Common Core State Standards (CCSS)- aligned projects. The projects are available in both PDF format for easy download and in an online course format at www.currikigeometry.org.
  4. Division (video) from Khan Academy –  This video is an introduction to division: what it means and how to do it. You can find links to many other Khan Academy video resources here.
  5. algebra2For Students: Project-based Pre-Algebra – This unit is meant to provide supplemental support to a standard Pre-Algebra course and is meant to connect the world of math to that of art. These projects follow the typical sequence of a standard 7th/8th grade Pre-Algebra course.
  6. Relationships between Quantities and Reasoning with Equations – By the end of eighth grade, students have learned to solve linear equations in one variable and have applied graphical and algebraic methods to analyze and solve systems of linear equations in two variables. This unit builds on these earlier experiences by asking students to analyze and explain the process of solving an equation.
  7. FHSSTMathematics - This collection is a full course of material in the form of a textbook provided by FHSST (Free High School Science Texts). FHSST is a project that aims to provide free science and mathematics textbooks for Grades 10 to 12 science learners.
  8. Area of a Triangle – This lesson walks students through a classic optimization problem involving building the maximum area of a triangle, expressed in terms of an angle. The lesson uses a worksheet in The Geometers Sketchpad.
  9. algebra1Curriki Algebra – These modules are based upon the domains and Common Core State Standards clusters. They contain daily lessons based on the four algebra domains and the standards and standard clusters found within. The daily lessons are based on 50-minute sessions and build up to a culminating project-based activity.
  10. Math eTextbooks -  A collection of free math eTextbooks including algebra, statistics and probability, calculus, geometry and more.

Please help us spread the word and share this list with a friend or colleague!

Common Core Adoption: A Tale of Two Districts

janetpintoBy Janet Pinto, Chief Academic Officer, Curriki

Curriki is following the rollout of the Common Core State Standards (CCSS) with great interest, and you will see us report on this regularly in this blog.

Since we have a broad international audience, here is a quick description of the Common Core initiative in the United States. K-12 education in the U.S. is primarily the responsibility of individual states and localities. The CCSS is an initiative whose origins date back to the 1990s. It is sponsored by the state Governors and state education authorities, and currently 44 states (out of 50) are fully participating. CCSS addresses Mathematics and English Language Arts only at present (Science and Humanities subjects are not covered).

According to Wikipedia, “the nation’s governors and corporate leaders founded Achieve, Inc. in 1996 as a bipartisan organization to raise academic standards and graduation requirements, improve assessments, and strengthen accountability in all 50 states…Standards were released for mathematics and English language arts on June 2, 2010, with a majority of states adopting the standards in the subsequent months.”

Curriki is supportive of the objectives of CCSS and we believe that we can contribute significantly, whether in the role of supplementary curricular materials or indeed, in a more central role.

Photo by ninhale via Flickr Creative Commons

The upcoming academic year 2014/2015 represents a key year in the CCSS rollout. While CCSS outlines standards and requirements, it does not provide curricula. It is up to each state and each district to determine what materials to use. Publishers of textbooks and other learning materials are naturally working toward adhering to CCSS standards. But this is a very large change and some updated textbooks are being criticized as just representing a rehash of older material rather than a fully top-down restructuring and redesign in order to fully adhere to the spirit and guidelines of CCSS.

Here’s an article comparing the experiences of two different districts -

http://www.edweek.org/ew/articles/2014/04/23/29cc-curriculum.h33.html

One district is in the state of California (Long Beach) and the other is in Florida (Orlando). According to the Edweek article:

“They solved that problem in very different ways. The Florida group scoured the market and chose a suite of materials from a major publisher. Their colleagues across the country, dissatisfied with that same marketplace’s offerings—and limited by their thin pocketbook—wrote their own curriculum.”

The article notes that many districts across the country have delayed updating textbooks and curricular materials as they waited to see what publishers would produce. The district in Florida picked materials primarily from one publisher based on perceived “reflection of the common core and for having a better digital component and better interventions for students with weak skills”.

However the Long Beach district in California took a different path. Given their budget realities, and the slow schedule for CCSS rollout at their state level, they chose to retain their existing mathematics and English language arts texts, but to build new curricula and materials around those.

Geometry_mobile2

One way to do this – enhance or develop curricula to align to CCSS – is to make use of Curriki! There are over 50,000 open educational resources on Curriki. These are available for free to build new curricula and supplement existing curricula. For example, Curriki Geometry is a complete geometry course, free at currikigeometry.org. Curriki’s Project-Based Learning and Common Core Aligned Geometry course will help your students build the skills and confidence that will help them conquer mathematical problems and develop 21st century skills such as communication, collaboration, and teamwork.

We will continue to report to you on CCSS adoption experiences and issues across the U.S. 

Early Childhood Education Pays for Itself

janetpic_preferred_croppedBy Janet Pinto, Chief Academic Officer, Curriki 

The US is lagging behind other developed countries in Early Childhood Education. Many children enter school (Kindergarten and then primary school) unprepared and they tend to fall further and further behind during their many years of education. Early childhood education leads to improvements in students’ cognition and social and emotional maturity, and provides long-term positive results and cost benefits to society at large. 

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Childcare and PreK (before kindergarten) education provide many such benefits according to earlychildhood.nyc.org:

Cognitively:

  •  Improves school performance
  •  Raises math and language abilities
  •  Sharpens thinking/attention skills
  •  Reduces special education placement
  •  Lowers school drop out rates

Socially and emotionally:

  •  Improves and strengthen interactions with peers
  •  Decreases problem behaviors
  •  Encourages more exploratory behavior
  •  Helps adjustment to the demands of formal schooling

Long-term positive results and cost savings of Early Childhood Education:

  •  Increases lifelong earning potential
  •  Achieves better academic outcomes
  •  Lowers rates of teen pregnancy and incarceration”

Here are some sites where you can investigate the benefits of, and issues around, Early Childhood Education:

http://www.whitehouse.gov/issues/education/early-childhood

http://www.earlychildhoodnyc.org/resources/aboutECE_whyImportant.cfm

And we have some excellent PreK resources on Curriki, including:

Shapes and Colors Science Kit -

http://www.curriki.org/xwiki/bin/view/Coll_cabocesmst/ShapesandColorsScienceKit?bc=

Meet a Puppeteer -

http://www.curriki.org/xwiki/bin/view/Coll_Nobiah/MeetaPuppeteer

Improving Learning -

http://www.curriki.org/xwiki/bin/view/Coll_Folwell/50littleThingsTeachersParentsandOthersCanDotoImproveLearning

Reading List for PreK – 

http://www.curriki.org/xwiki/bin/view/Coll_briansharky22/PreK-KReadingList

Math Games -

http://www.curriki.org/xwiki/bin/view/Coll_Group_3rdGradeMathGames/MathGameTime

But we need more! If you have open educational resources suitable for PreK, please contribute these at:  

http://www.curriki.org/welcome/resources-curricula/contribute-content/publish-resources/

Technology Helping To Personalize Student Learning Experiences

SU13StudentsReportCoverBy Janet Pinto, Chief Academic Officer, Curriki

Students learn in many different ways, whether they’re a visual learner preferring pictures and shapes, or an auditory learner preferring sounds and rhythms. Oftentimes, we use a mix of learning styles and techniques to process information.

Unfortunately, traditional textbooks simply can’t meet students’ diverse learning styles, since every student has unique interests, attention spans, and needs. So how do we ensure the success of every student? The key to a personalized learning experience is technology.

A recent study from Speak Up published this month explored how K-12 students are using digital tools and resources to enhance their schoolwork activities.

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Infographic- The New Digital Learning Playbook: Mobile Learning

Key findings from this year’s report entitled The New Digital Learning Playbook: Understanding the Spectrum of Students’ Activities and Aspirations include:

  • Girls outpace boys in use of many digital tools for learning, particularly the socially based tools like texting and collaborating online.
  • 29 percent of high school boys say that they are very interested in a job or career in a STEM field, but only 19 percent of girls say the same.
  • Students continue to report less regular interaction with traditional social networking sites like Facebook, while 44 percent of students in grades 6-12 report using social media apps like Instagram, Snapchat and Vine. Nearly one-third of high school students reported using Twitter.
  • One-quarter of students in grades 3-5 and nearly one-third of students in grades 6-12 say that they are using a mobile device provided by their school to support schoolwork.
  • In four years, the percent of middle school students taking tests online increased from 32 percent to 47 percent.
  • High school students reported a mean average of 14 hours per week using technology for writing.
  • Only one-third of middle school students say that for schoolwork reading, they prefer to read digital materials rather than printed materials; more than half, however, say online textbooks would be an essential component of their “ultimate school.”
  • Digital equity, including to student access to the Internet outside of school, is a growing concern among district technology leaders with 46 percent saying it is one of the most challenging issues they face today (compared to just 19 percent in 2010).

With the right access to different kinds of educational resources that fit different learning styles, we can allow children to learn at their own pace using various learning methods that meet their individual needs. We have an opportunity to customize education for students everywhere and to provide the education they need to shape their futures.

BYOD in the Classroom

janetpic_preferredBy Janet Pinto, Chief Academic Officer, Curriki

Most elementary and secondary students are using mobile devices in their studies, either in the classroom or at home, according to a study by Pearson. The study polled more than 2,300 American students in grades 4 through 12 (aged 8 to 18) and found that almost one-third of students already own a tablet and 43 percent own a smartphone.

Pearson_2013 study

Pearson Student Mobile Study Device Survey 2013 Grades 4-12 Infographic 

In fact, the survey found that seven in ten students would like to use mobile devices more often in their classrooms. The rise of mobile devices in the classroom will be greatly aided by the ConnectED initiative’s planned E-Rate Reform in the U.S. which will help connect more students and provide faster access to Internet in schools, paving the way for digital learning resources.

Geometry Course Designed for Mobile Devices

Geometry_mobile2

This week, Curriki announced the Curriki Geometry website  where usability and page design for its innovative Project Based Learning (PBL) geometry curriculum is optimized for mobile devices.

Available for free, students and teachers now have access to a geometry curriculum that is designed to meet the needs of students born in a global, interactive, digitally-connected world.

Curriki Geometry is a set of six Common Core Aligned projects delivered in a mobile-optimized web environment with access points for students and teachers.

Geometry_mobile

Teachers are provided with pacing guides, formative assessments, rubrics, guidance on managing a PBL project, tools to help teachers guide students as they learn to collaborate with each other, and reflection tools for both students and teachers.

Please share this new resource with friends and colleagues and let us know what you think!

DIgital Learning Day is February 5th

KimJonesimageBy Kim Jones, CEO, Curriki

Digital Learning Day is next Wednesday, February 5th. The goal of Digital Learning Day is to give every child the opportunity “to learn in a robust digital environment everyday”.


A virtual conference and live webcasts will be held from 11 AM to 4 PM EST, and hosted from the Library of Congress in Washington, D.C. Here’s where you can register. The conference will highlight effective use of digital learning, with topics including:

  • Lesson plans, games
  • Live chats with experts
  • Interactive polls of the audience
  • Informational videos on demand
  • Virtual trade show

The event will include leaders from government, education leadership and corporations active in the field of education, plus executives from major education organizations. And an exciting “Power Panel” will be moderated by Judy Woodruff of the PBS NewsHour.

There are hundreds of organizations and corporations involved with Digital Learning Day. Major corporate partners include AT&T, Intel, McGraw-Hill and Microsoft, among others. The national core partners are listed here. There are new partnerships with the NEA and the National PTA.

Each of the 50 states in the U.S. is also hosting its own statewide event.

Here’s one teacher’s experience with digital learning and flipping his classroom during the past year. He’s had great results even though his class has a large number of students new to the U.S.

You can learn all about Digital Learning Day here. Don’t miss the video highlights for this year’s event and from the 2012 and 2013 events, found here.

Girls and STEM: Bias begins with Toddlers?

KimJonesimageBy Kim Jones, CEO, Curriki

Even when girls and boys demonstrate similar actual competence levels in math, during the early school years, boys are more confident about their math skills. Already by kindergarten, boys have more interest in pursuing math learning than do girls.

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STEM (science, technology, engineering and mathematics) related jobs are some of the best jobs out there, and increasingly important in our technology-driven economy. But the percentage of women in many STEM jobs remains very low. Only about 1/4 of STEM jobs in the U.S. are filled by women. Women’s share of computer jobs has actually been falling in recent years. At present, only 18% of U.S. computer science majors are women.

According to the Office of Science and Technology Policy, women in STEM professions earn 33% more than those in other fields.

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It’s generally understood that by school age, girls receive less encouragement in math and science pursuits than do boys, from both parents and teachers. What’s interesting is that it now seems this bias starts from a very early age, less than the age of 2 years!

In a study entitled “Gender Biases in Early Number Exposure to Preschool-Aged Children”, published in 2011 in the Journal of Language and Social Psychology, researchers at the University of Delaware found that mothers spent fully twice as much time talking to their sons about numbers and numeric concepts as they did with their daughters! The average age of the children in the study was only 22 months, for both the boys and the girls.

Here’s a related set of resources on Curriki – Math for Girls. This link includes a series of videos featuring women working in mathematics and presenting pieces of math that excited them when they were in middle and high school.

Help girls realize that math and sciences education is not just for the boys. Even if they don’t end up pursuing STEM careers, there is a lot of useful and interesting knowledge to be gained in studying math, science and engineering topics. The use of math in traditionally non-STEM careers, such as finance and marketing, is only increasing. And maybe they are better at math than they think they are!

http://www.curriki.org/xwiki/bin/view/Coll_jpinto/MathforGirls

You’ll also find other resources at this link including profiles of women in Math, and in STEM careers in general.

References:

http://thinkprogress.org/economy/2013/09/10/2599491/women-stem/

http://www.huffingtonpost.com/alicia-chang/bridging-the-gender-gap-encouraging-girls-in-stem_b_4508787.html

http://www.whitehouse.gov/administration/eop/ostp/women

http://parenting.blogs.nytimes.com/2012/02/24/mothers-talk-less-to-young-daughters-about-math/?_r=0

https://www.youtube.com/watch?v=Q_11rwb4vEc#t=40 – Girls in STEM: A New Generation of Women in Science