conversation

=Collaboration=

toc
 * [|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
 * Twitter hashtag #mathchat
 * Math Links, a Diigo group, with "math 2.0" and "social objects" tag

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 * **Twitter #mathchat** || **Diigo "math 2.0" and "social objects" tags on [|Math Links]** ||
 * media type="custom" key="4092199" || media type="custom" key="4092197"

September 2009
"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:
 * **When** || **What** || **Where, initiators** ||
 * September 5, 2009 || Enter math in emails, forums and Web pages using ASCIIMathML

“Simplify x over y plus 2=”

Is that x/(y+2) or does he mean (x/y)+2?" || [|Murray Bourne's blog "Square CircleZ"] ||

August 2009
"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 []." || [|Colin McAlister's blog] ||
 * **When** || **What** || **Where, initiators** ||
 * August 4, 2009 || Promoting mathematics via social networks
 * August 12, 2009 || Math 2.0 activities using web tools
 * Average traveler activity
 * Revised stock market game
 * Shopping spree
 * Measuring the circumference of Earth
 * The great green globs challenge
 * CIESE math activities || [|CLIME], Ihor Charischak ||
 * August 23, 2009 || Social Sage?

"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-edu email group], John Faig ||
 * August 30, 2009 || 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. ||  ||

July 2009
"I believe the LOGO Bee is an example of a social math object" || [|Learning in Mathland blog], Colleen King || 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..." || [|Mathematics 24x7 ning], Colin McAlister || 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?" || [|Math Tutor in San Diego blog], Juan Castaneda ||
 * **When** || **What** || **Where, initiators** ||
 * July 7, 2009 || Conversation start announcements || * [|Future of Education ning], Steve Hargadon
 * [|Middle School Portal 2 ning], Kim Lightle
 * [|Bionic Learner blog], Lani
 * [|WikiEducator email group], Maria Droujkova ||
 * July 8, 2009 || Revisiting the LOGO math bee
 * July 8, 2009 || A Future of Education/LearnCentral webinar and interview with Maria Droujkova, launching the Wednesday Math 2.0 series. About 65 attendees. Full recording. || [|Where is Math 2.0?]
 * July 9, 2009 || A list of concerns about mathematics on the web
 * July 21, 2009 || 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. || [|CLIME connections blog],
 * July 31, 2009 || "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.

Before July 2009
"How about creative writing? We were taught to write creatively even when we were young. So can we have creative Maths?" || [|Connectivism Education and Learning ning], Sui Fai John Mak || "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)." || [|Bizmo Diaries blog], Kirby Urner || "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." || [|LETSI - learning, education, training and systems interoperability blog], Aaron Silvers || "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." || [|Mathematics 24x7 ning], Maria Droujkova, Rashmi Kathuria ||
 * **When** || **What** || **Where, initiators** ||
 * April 24, 2009 || Web 2.0: A tipping point for bridging the digital divide in math achievement? Also, a podcast from NCTM emergent technology session || [|CLIME blog], Ihor Charischak ||
 * March 13, 2009 || Where is Math 2.0? Slide show || [|Natural Math blog], Maria Droujkova ||
 * April 23, 2009 || Creation and creativity in connectivism
 * April 10, 2009 || Math help for all || [|Great Expectations blog], e40sam ||
 * April 4, 2009 || Math 2.0
 * March 2, 2009 || Learning math socially
 * March 15, 2009 || Social mathematics - where?