Here is yet another wonderful summer math opportunity for homeschoolers or anyone who works with kids: a free, 3-week mini-course on math problem solving for all ages.

The course is being organized by Dr. James Tanton, Dr. Maria Droujkova, and Yelena McManaman. The course participants include families, math clubs, playgroups, and other small circles casually exploring adventurous mathematics with kids of any age.

Would you like to join us? Check out the mpsMOOC13 home page for instructions. The deadline for joining is July 7 July 3.

I love using rectangles as a model for multiplication. In this video, Mike & son offer a pithy demonstration of WHY a negative number times a negative number has to come out positive:

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It reminds me of string art designs, but the app makes it easy to vary the pattern and see what happens.

What do your students notice about the patterns?

What questions can they ask?

I liked the way the app uses “minutes” as the unit that describes the star you want the program to draw. That makes it easier (for me, at least) to notice and understand the patterns, since minutes are a more familiar and intuitive unit than degrees, let alone radians.

Here’s an interesting summer learning opportunity for homeschooling parents and classroom teachers alike. Stanford Online is offering a free summer course from math education professor and author Jo Boaler:

During off-times, at a long stoplight or in grocery store line, when the kids are restless and ready to argue for the sake of argument, I invite them to play the numbers game.

“Can you tell me how to get to twelve?”

My five year old begins, “You could take two fives and add a two.”

“Take sixty and divide it into five parts,” my nearly-seven year old says.

“You could do two tens and then take away a five and a three,” my younger son adds.

Eventually we run out of options and they begin naming numbers. It’s a simple game that builds up computational fluency, flexible thinking and number sense. I never say, “Can you tell me the transitive properties of numbers?” However, they are understanding that they can play with numbers.

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I didn’t learn the rules of baseball by filling out a packet on baseball facts. Nobody held out a flash card where, in isolation, I recited someone else’s definition of the Infield Fly Rule. I didn’t memorize the rules of balls, strikes, and how to get someone out through a catechism of recitation.