<?xml version="1.0" encoding="UTF-8"?>
<rss version="2.0"
	xmlns:content="http://purl.org/rss/1.0/modules/content/"
	xmlns:wfw="http://wellformedweb.org/CommentAPI/"
	xmlns:dc="http://purl.org/dc/elements/1.1/"
	xmlns:atom="http://www.w3.org/2005/Atom"
	xmlns:sy="http://purl.org/rss/1.0/modules/syndication/"
	xmlns:slash="http://purl.org/rss/1.0/modules/slash/"
	>

<channel>
	<title>CTK Insights&#187; Teachers at play carnival</title>
	<atom:link href="http://www.mathteacherctk.com/blog/category/teachers-at-play-carnival/feed/" rel="self" type="application/rss+xml" />
	<link>http://www.mathteacherctk.com/blog</link>
	<description>Thoughts on math education and related tidbits</description>
	<lastBuildDate>Wed, 01 Feb 2012 17:59:39 +0000</lastBuildDate>
	<language>en</language>
	<sy:updatePeriod>hourly</sy:updatePeriod>
	<sy:updateFrequency>1</sy:updateFrequency>
	<generator>http://wordpress.org/?v=3.3.1</generator>
		<item>
		<title>What Is It About Math Language That Makes It Confusing?</title>
		<link>http://www.mathteacherctk.com/blog/2011/07/what-is-it-about-math-language-that-makes-it-confusing/</link>
		<comments>http://www.mathteacherctk.com/blog/2011/07/what-is-it-about-math-language-that-makes-it-confusing/#comments</comments>
		<pubDate>Thu, 07 Jul 2011 18:09:24 +0000</pubDate>
		<dc:creator>admin</dc:creator>
				<category><![CDATA[Language of math]]></category>
		<category><![CDATA[Teachers at play carnival]]></category>
		<category><![CDATA[confusing]]></category>
		<category><![CDATA[language]]></category>
		<category><![CDATA[math language]]></category>
		<category><![CDATA[teacher]]></category>

		<guid isPermaLink="false">http://www.mathteacherctk.com/blog/?p=2287</guid>
		<description><![CDATA[Through a Linkedin discussion I came across an interesting blog offering an advice of how to handle the situation where "words have different meanings in academic subjects than they have in everyday language." There is a couple of nice examples: ... reducing a fraction to lowest terms has no effect on its value (e.g., 6/8 [...]<p><a href="http://www.mathteacherctk.com/blog/2011/07/what-is-it-about-math-language-that-makes-it-confusing/">What Is It About Math Language That Makes It Confusing?</a> is a post from: <a href="http://www.mathteacherctk.com/blog">CTK Insights</a></p>
]]></description>
		<wfw:commentRss>http://www.mathteacherctk.com/blog/2011/07/what-is-it-about-math-language-that-makes-it-confusing/feed/</wfw:commentRss>
		<slash:comments>3</slash:comments>
		</item>
		<item>
		<title>How to Make Your Own Divisibility Criteria</title>
		<link>http://www.mathteacherctk.com/blog/2011/03/how-to-make-your-own-divisibility-criteria/</link>
		<comments>http://www.mathteacherctk.com/blog/2011/03/how-to-make-your-own-divisibility-criteria/#comments</comments>
		<pubDate>Sun, 06 Mar 2011 04:30:07 +0000</pubDate>
		<dc:creator>admin</dc:creator>
				<category><![CDATA[Simple math]]></category>
		<category><![CDATA[Teachers at play carnival]]></category>
		<category><![CDATA[arithmetic]]></category>
		<category><![CDATA[divisibility]]></category>
		<category><![CDATA[factor]]></category>
		<category><![CDATA[mutually prime]]></category>
		<category><![CDATA[prime]]></category>

		<guid isPermaLink="false">http://www.mathteacherctk.com/blog/?p=1670</guid>
		<description><![CDATA[[mathjax] A decimal integer has the form A divisibility criterion is a procedure, in some sense simpler than straight division, that allows us to determine whether or not number is divisible by another number . For example, is divisible by if and only if the sum of digits is divisible by . For example, is [...]<p><a href="http://www.mathteacherctk.com/blog/2011/03/how-to-make-your-own-divisibility-criteria/">How to Make Your Own Divisibility Criteria</a> is a post from: <a href="http://www.mathteacherctk.com/blog">CTK Insights</a></p>
]]></description>
		<wfw:commentRss>http://www.mathteacherctk.com/blog/2011/03/how-to-make-your-own-divisibility-criteria/feed/</wfw:commentRss>
		<slash:comments>0</slash:comments>
		</item>
		<item>
		<title>Math Teachers at Play - a Blog Carnival, February 2011</title>
		<link>http://www.mathteacherctk.com/blog/2011/02/math-teachers-at-play-a-blog-carnival/</link>
		<comments>http://www.mathteacherctk.com/blog/2011/02/math-teachers-at-play-a-blog-carnival/#comments</comments>
		<pubDate>Fri, 18 Feb 2011 22:49:46 +0000</pubDate>
		<dc:creator>admin</dc:creator>
				<category><![CDATA[A must see]]></category>
		<category><![CDATA[Teachers at play carnival]]></category>
		<category><![CDATA[algebra]]></category>
		<category><![CDATA[carnival]]></category>
		<category><![CDATA[exclusive]]></category>
		<category><![CDATA[geometry]]></category>
		<category><![CDATA[inclusive]]></category>
		<category><![CDATA[vectors]]></category>

		<guid isPermaLink="false">http://www.mathteacherctk.com/blog/?p=1636</guid>
		<description><![CDATA[The Math Teachers at Play blog carnival had several articles that especially drew my attention. The visual for explaining and using Equivalent Fractions, Sue Downing found at the Wikiversity website is indeed wonderful. It requires hardly an explanation and beautifully applies to explain the division of fractions process: It is a pity the Wikiversity page [...]<p><a href="http://www.mathteacherctk.com/blog/2011/02/math-teachers-at-play-a-blog-carnival/">Math Teachers at Play - a Blog Carnival, February 2011</a> is a post from: <a href="http://www.mathteacherctk.com/blog">CTK Insights</a></p>
]]></description>
		<wfw:commentRss>http://www.mathteacherctk.com/blog/2011/02/math-teachers-at-play-a-blog-carnival/feed/</wfw:commentRss>
		<slash:comments>0</slash:comments>
		</item>
	</channel>
</rss>

