Math 2.0 mail group: receive event notifications by email.If you know of a conversation about Math 2.0, please add a link to this month's table. Toot your own horn or add other people's blog posts, Ning discussions, LinkedIn groups, Twitter parties, sites and other venues.

Ongoing

The Math 2.0 interest group holds events online. We spend an hour at a "field trip" through a collaborative environment hosts of the week love. The goals are to share resources, to collaborate on our projects, and to save mathematics from its current obscurity in social media. We also review the environment where the meeting takes place.

Google email group - receive notifications of events and reach Math 2.0 members by email

Diigo "math 2.0" and "social objects" tags on Math Links

September 2009

When

What

Where, initiators

September 5, 2009

Enter math in emails, forums and Web pages using ASCIIMathML
"A lot of people write to me with their math questions, usually via a Web form or email. They often struggle to communicate their question, especially if it involves algebra, indices, square roots, integrals, fractions and the like. But what’s worse, I have great difficulty figuring out what they are really asking about and I often need to write back to clarify their question. This example came today:

Promoting mathematics via social networks
"This is a story of the promotion of mathematics and science through social networks, digital repositories and other Web 2.0 technologies. It began in August 2008 when I was inspired by the 1999 Cluetrain Manifesto, and wrote a discussion paper "Use the Cloud to Get a Clue..."
"This story is dedicated to the many individuals who are persecuted for publishing their ideas, a few of whom I mention on my blog at http://cmcallister.blog.friendster.com/."

"I teach grades 6-8 in the US. Effective teaching combines coaching, projects, collaboration, personal interests and lots of feedback. My vision is to add collaboration features so that Sage become more of a math environment for students. This means a few things:
1. Improve the interface so that students can explore more easily..."

Sage is a symbolic calculator. It can handle numeric calculations and symbolic operations, such as factoring polynomials, and integration. Sage is similar to commercial math environments like R, Maple and Mathematica. My vision is to add a more student-oriented interface and ways to manage and share steps. Most of the collaboration could be done with standard web2.0 tools. The interface issue could be implemented "on top" of Sage like a Firefox toolbar. The only major issue is how to extract steps and send them to another student or teacher.

A Future of Education/LearnCentral webinar and interview with Maria Droujkova, launching the Wednesday Math 2.0 series. About 65 attendees. Full recording.

A list of concerns about mathematics on the web
"Collaborating on equations is not supported on social network sites. A lot of time and effort is needed to learn to create graphics, yet they are essential for creating interesting content, e.g. Flash. Formal education is a mass production system involving millions of students. National or state changes in policy require massive and simultaneous investment in people and resources..."

CLIME is joining Maria and other interested individuals and groups in banging the Math 2.0 drum to encourage a grass roots movement that will make the possibility of a paradigm shift reality. Web 2.0 has the potential to change the way we learn and teach mathematics not unlike what Apple Computer did back in 1984 with their launch of the Macintosh which changed the way everyone uses computers today.

"To read text, we only need the basic linear connection from each letter to the next one, and from each word to the next one. Any text document can be considered as a sequence of characters, however long it may be.
On the other hand, when we look at images in the real world, like homes, people, faces, mountains, trees, animals, and so on, we process this visual information in a very different way. We see color, shades of color, light, texture, and a multitude of details that can only make sense when we consider them embedded in the full three-dimensional space around us. However, our retina is pretty much a flat surface, and our brains have to imagine the three-dimensional world based on the two-dimensional information our flat retina collects from the incoming light. So, the raw material our brain uses to process visual information is nearly two-dimensional in nature. When looking at an image, if we consider a little part of it, there is no such thing as “the next pixel,” because that could be located above, or below, or to the right, or to the left, or in any diagonal direction. Often we can find linear patterns inside some images but the whole image is fully two-dimensional.
So, where does this basic assumption about dimensions leave the written representation of mathematical expressions?"

Creation and creativity in connectivism
"How about creative writing? We were taught to write creatively even when we were young. So can we have creative Maths?"

Math 2.0
"If you think math is boring, maybe you're not being "social" enough. Think of math as a contact sport -- doesn't have to mean rough, although when life gets that way, math can help sometimes (or call it computing)."

Learning math socially
"Social Mathematics. I mean, that’s just one of those areas that makes my head turn in ways I never thought it could turn. Maria’s got me pegged — even as a former math teacher, and a person who “sees the Matrix” with regularity ( // I nerd out when it comes to programming, logic and math), the picture in my head of social learning is largely driven by practices in social media — and they are almost entirely language/narrative-based scenarios."

Social mathematics - where?
"Earlier I was also under this impression that children cannot do or learn Math outside Math classroom, but after experimenting with them and with selected projects I really found it useful . On students network they ask queries, answer to assignments by uploading their presentations/files etc. I have seen a positive impact on students who are shy in asking problems in a class. I have used blog/wiki/podcast features in my Math class for not only teaching learning Math but also eradicating a phobia of learning the subject."

## Collaboration

## Table of Contents

Math 2.0 mail group: receive event notifications by email.If you know of a conversation about Math 2.0, please add a link to this month's table. Toot your own horn or add other people's blog posts, Ning discussions, LinkedIn groups, Twitter parties, sites and other venues.## Ongoing

events online. We spend an hour at a "field trip" through a collaborative environment hosts of the week love. The goals are to share resources, to collaborate on our projects, and to save mathematics from its current obscurity in social media. We also review the environment where the meeting takes place.Twitter #mathchatDiigo "math 2.0" and "social objects" tags on Math Links## September 2009

WhenWhatWhere, initiators"A lot of people write to me with their math questions, usually via a Web form or email. They often struggle to communicate their question, especially if it involves algebra, indices, square roots, integrals, fractions and the like. But what’s worse, I have great difficulty figuring out what they are really asking about and I often need to write back to clarify their question. This example came today:

“Simplify x over y plus 2=”

Is that x/(y+2) or does he mean (x/y)+2?"

## August 2009

WhenWhatWhere, initiators"This is a story of the promotion of mathematics and science through social networks, digital repositories and other Web 2.0 technologies. It began in August 2008 when I was inspired by the 1999 Cluetrain Manifesto, and wrote a discussion paper "Use the Cloud to Get a Clue..."

"This story is dedicated to the many individuals who are persecuted for publishing their ideas, a few of whom I mention on my blog at http://cmcallister.blog.friendster.com/."

"I teach grades 6-8 in the US. Effective teaching combines coaching, projects, collaboration, personal interests and lots of feedback. My vision is to add collaboration features so that Sage become more of a math environment for students. This means a few things:

1. Improve the interface so that students can explore more easily..."

## July 2009

WhenWhatWhere, initiators"I believe the LOGO Bee is an example of a social math object"

Steve Hargadon, Maria Droujkova

"Collaborating on equations is not supported on social network sites. A lot of time and effort is needed to learn to create graphics, yet they are essential for creating interesting content, e.g. Flash. Formal education is a mass production system involving millions of students. National or state changes in policy require massive and simultaneous investment in people and resources..."

Ihor Charischak

On the other hand, when we look at images in the real world, like homes, people, faces, mountains, trees, animals, and so on, we process this visual information in a very different way. We see color, shades of color, light, texture, and a multitude of details that can only make sense when we consider them embedded in the full three-dimensional space around us. However, our retina is pretty much a flat surface, and our brains have to imagine the three-dimensional world based on the two-dimensional information our flat retina collects from the incoming light. So, the raw material our brain uses to process visual information is nearly two-dimensional in nature. When looking at an image, if we consider a little part of it, there is no such thing as “the next pixel,” because that could be located above, or below, or to the right, or to the left, or in any diagonal direction. Often we can find linear patterns inside some images but the whole image is fully two-dimensional.

So, where does this basic assumption about dimensions leave the written representation of mathematical expressions?"

## Before July 2009

WhenWhatWhere, initiators"How about creative writing? We were taught to write creatively even when we were young. So can we have creative Maths?"

"If you think math is boring, maybe you're not being "social" enough. Think of math as a contact sport -- doesn't have to mean rough, although when life gets that way, math can help sometimes (or call it computing)."

"Social Mathematics. I mean, that’s just one of those areas that makes my head turn in ways I never thought it could turn. Maria’s got me pegged — even as a former math teacher, and a person who “sees the Matrix” with regularity ( // I nerd out when it comes to programming, logic and math), the picture in my head of social learning is largely driven by practices in social media — and they are almost entirely language/narrative-based scenarios."

"Earlier I was also under this impression that children cannot do or learn Math outside Math classroom, but after experimenting with them and with selected projects I really found it useful . On students network they ask queries, answer to assignments by uploading their presentations/files etc. I have seen a positive impact on students who are shy in asking problems in a class. I have used blog/wiki/podcast features in my Math class for not only teaching learning Math but also eradicating a phobia of learning the subject."