These are my slides from my workshop at Twitter Math Camp on **Powerful Ideas in Math via Programming**.

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Mathematics is not medium neutral. What we call the mathematics that we can do with pencil and paper is different than what we can do with a computer and call mathematics, which is different again than the mathematics we can do with origami. The medium defines the mathematical space, in the same way that Marshall McLuhan talks about the medium being the message.

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Adam Holman asks **a really important question**:

What have you found to be the catalyst that helped either change your mindset/practice or helped change a ‘traditional’ teacher into one that cultivates relationships and student choice?

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One of the teachers I work with used Angry Birds as a context for learning about quadratic functions. Whenever they wanted to introduce a new topic, they referred back to the context of Angry Birds so as to give students a representation of quadratics with which the students may be familiar.

Let's see what that could look like. Here's one angry bird shot.

Here's the data from the shot above inputted into Geogebra.

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There are six things (at least!) about mathematics education which do not work:

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I have for some time now been subscribed to too many sources of information. As part of my transition to a new job, I have been culling various items in my feed. This is based largely on the fact that my role as an educational technologist is greatly diminished and I have less need to know about such a wide variety of tools. My focus will be much more on mathematics education, and while I think there is a role for technology to play, I think the number of tools which have potential use is much smaller.

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I am reading Disrupting class, by Clay Christensen, Michael Horn, and Curtis Johnson. In the introduction of **Disrupting Class**, Clay Christensen, et al., give six possible reasons for why the United States education system does not appear to be doing well when compared with other OECD countries:

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(Source: Complex Variables with Applications, Second Edition, A. David Wunsch)

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"If some one say: "You divide ten into two parts: multiply the one by itself; it will be equal to the other taken eighty-one times." Computation: You say, ten less thing, multiplied by itself, is a hundred plus a square less twenty things, and this is equal to eighty-one things. Separate the twenty things from a hundred and a square, and add them to eighty-one. It will then be a hundred plus a square, which is equal to a hundred and one roots. Halve the roots; the moiety is fifty and a half.

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- Creating a WiiMote interactive white board at my school for under $50.
- 20 reasons not to use a one to one laptop program in your school (and some solutions)
- For whom are Interactive White boards Interactive?
- Forget the future: Here's the textbook I want now
- What is Edcamp?
- Mathematics education blogs
- There are no aha moments
- Why educators should blog: A helpful flowchart
- Eight Videos to Help Teachers Get Started Using Twitter
- 15 things kids can do instead of homework
- Paper use in schools
- Online Geogebra training
- What is The Effect of Technology Training for Teachers on Student Achievement?
- Using Google forms for a "Choose your own adventure" style story
- The difference between instrumental and relational understanding
- Ways to use technology in math class
- Reflection of our course discussion about the use of technology in the classroom
- A Restitution Guide to Classroom Management
- I don't know how to use a fax machine
- Free tools for math education
- Why teach math?
- 25 Myths About Homework
- The Role of Immediacy of Feedback in Student Learning
- A Fundamental Flaw in Math Education
- Migrating away from Google Reader

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