I got accepted into a decent university in India into a Compsci engineering undergrad course. the thing is, i really love maths and i just wanna transfer. this cse and all isnt working out for me. and in india we cant just transfer to another college and another course.

i want to make a really good profile for the colleges that i apply to as a intl transfer student. im not extremely sure what i should do to become a competitive applicant. please help me and tell what i should do apart from maintaining really good scores in college classes? research papers? extra math classes? i still have a lot of time as I just started college and wont apply till next year mostly. i know im delusional and my chances are slim, however i wont ever forgive myself if i dont give it an honest shot. please guide me friends

I've been away from math for a few years and just coming back. The book Building Thinking Classrooms has been all over my recommended pages. I'm not sure how I missed it.

I've taken classes from Liljedahl at conferences and appreciated them.

I'm pretty well versed in Principals and Practices, math reasoning tasks (YouCubed, Number Talks, Three-Act Task), the standards and progression documents, UDL, as well as promoting discussion and productive struggle in mathematics, etc.

I have found that after time, many resources just start repeating the same ideas, tasks, and principles.

Do people who have read this book find there is new information in it? Or is it better suited for someone just getting started in math?

Thank you!

As the title suggests, I am wondering if it would be possible to succeed in a second year Number Theory course with only a high school math education.

I was a business major at University for the past two years, but I have switched to a mathematics major starting this Fall. I am also in the exchange program at my University and so I will be going to South Korea for the upcoming Fall semester.

Typical first-year courses like Linear Algebra 1 or first-year Calculus are unfortunately not being offered in English at my exchange University for this term.

However, I still want to take a few math courses, both because I am truly interested in learning and because I want to get the credits and not unnecessarily push back my graduation even more.

One of the only math courses that is being offered is a second year Number Theory course. The only pre-requisite for this course is Linear Algebra 1, however it states that this is preferred, not necessary.

The course uses the book Elementary Number Theory and its applications, 6th edition, by Kenneth H. Rosen and the course description states:

"Topics include the integers, divisibility, prime numbers, primality testing, factorization methods, congruences, Diophantine problems, arithmetical functions, Fermat's little theorem, primitive roots, quadratic reciprocity, Diophantine equations, Fermat's last theorem, arithmetical functions and so forth. Applications will be drawn from Cryptology, and Coding theory."

The chapters to be covered are:

Chapter 1: The Integers. 1.1, 1.2, 1.5

Chapter 3: Primes and Greatest Common Divisors. 3.1 to 3.5, 3.7

Chapter 4: Congruences. 4.1 to 4.3

Chapter 6: Some Special Congruences. 6.1 to 6.3.

Chapter 7: Multiplicative Functions. 7.1 to 7.2

Chapter 9: Primitive Roots. 9.1 to 9.2, 9.5

Chapter 11: Quadratic Residues. 11.1 to 11.2

Chapter 8: Cryptology. 8.1, 8.3, 8.4, 8.6

Chapter 13: Some Nonlinear Diophantine Equations. 13.1 to 13.2 (if time permits)

In all honesty, I am not very well-versed in mathematics. I did well in high-school and the simple math courses offered for business students like Math for Business and two Data Analysis courses (90+ in the high school courses and 95-99 ); however, I admit I did study a fair amount for the University courses as I have become a bit obsessive about maintaining a 4.0 gpa. I did not find these courses difficult by any means, however I also know that I far from being a math genius.

I would to hear the opinion of people who have taken a Number Theory course if I would be able to succeed in this course despite my lack of experience with upper level mathematics. Obviously I would like to get perfect, but I would be satisfied if I achieved 80+, as I know compared to business getting close to 100% in a course is a lot harder to achieve.

Thank you for reading this lengthy post, I look forward to hearing the responses!

Hi all,

I recently launched this site: https://mentalmathpro.com/

The idea is to make learning and practicing mental math simple and (hopefully) fun. This is why I kept the lessons short and the writing casual.

Regarding the practice, I also built a free tool that anyone can use: https://mentalmathpro.com/mental-math-practice

I'm looking for any feedback/ tips/ suggestions :)

Hi math educators and math enthusiasts

I wanted to stop by to introduce a family of applications I have been working on - with the hope that some of you might find them useful and/or fun.

The main desktop app is designed to look like a music synthesizer - with periodic oscillators for each axis - so think Lissajous curves - but on steroids. You create shapes (called presets) and collections of presets (called banks) - and can share these with iOS devices as well as Apple TV devices. (Yes, it runs very smoothly on most modernish iOS devices). It uses a modern GPU accelerated vector graphics library - including ability for up to 4K rendering with antialiasing and bloom/blur + feedback (if you wanna get real fun).

Not only can the oscillators be sinusoidal, but also borrow from the basic oscillator types used in the audio world (triangle, sawtooth, square, random sample and hold).

You can also multiply and divide one oscillator (axis) from another - so things like sinc() are possible. Here is a screenshot of macOS desktop app - showing one of the included banks highlighting some of the fundamental shapes possible:

UI Screenshot

The oscillators are very dynamic in that they have phase modulation controls - so getting things moving is really easy - you just turn a knob.

There are two independent sets of x/y/z oscillators that can be mixed together through addition, subtraction & multiplication for even more interesting shapes.

Here is an animation showing the mix back and forth between two Lissajous curves.

One side is 1:1 (a simple circle) and the other side is 2:1

https://imgur.com/a/DpU9c0p

And if you start to get a little creative, you can produce some really interesting shapes:

Rose Petal

Vertigo

It is also fully 3D (if you want it to be, you can keep the z-axis at 0 if you want simple 2D shapes).

Here is a neat 3D oscillation I cam up with:

https://imgur.com/a/DVG5oOB

Any educators / enthusiasts interested in giving it go, send me chat / PM for some download codes. The basic macOS version (which includes everything but MIDI and fullscreen rendering) is $4.99 - but I have activated the Apple School Manager option - though I am honestly not sure what that does.

It is available on the macOS App Store as well as the iOS App Store.

Here is the web site with more information:

https://www.eulervs.com

And finally, a video showcasing some of the built-in shapes / animations synchronized to a little homeade music:

https://www.youtube.com/watch?v=UkWfI_aKq10

Questions / feedback welcome and appreciated

In my country I failed in exam of Enterance to universities. Actually I failed for one particular math department and the rest of aren't that good. It's 400-450 for QS top universities for that math departmant (my goal was about 200s, my first chose). Also, my country has bad economics and these people doesn't even understand what really math is. They assess the subjects with money,money and money. So, I've to consider other engineering departmants (Unfortunetly). What eng. departs. are good for me ? I am an idealsit mathemathician who set my life goal as math. I MUST to take these abstract math lesson but how ? I feel desperate for the future.

While working on pre-algebra problems with teens I find there are lots of cases where distributive property plays pivotal role in the solution. However kids having hard time recognising and using it, effectively getting stuck.

Can I get recommendation of a an extensive resource with lots of (dozens or more) exercises involving distributive property and other pre-algebra techniques, such as fraction operations.

Looking for a bit more complex exercise set, with non-standard examples involving radicals, fractions, variables etc.

Do your department heads or curriculum heads share content resources with you? Are they helpful?

I personally think they don't help much

This is specifically GCSE level in the UK; but obviously it applies more broadly.

Do you have a schema that you prescribe, and just teach pupils to follow it? What does it look like? Or do you have some principles you teach and help guide students to their own layout philosophy?

What aspects and considerations can you think of for teaching it?

hi, i have always wanted to be good at maths. but because of our terrible education system, i've traumas from it and it was too hard to start my journey.

my question is not spesific to duolingo. im looking for a fun an easy way to start my journey. i'd prefer a gamification platform like duolingo. do you have any suggestions?

Hi! I'm a fellow math teacher and PhD student working on my dissertation. Please see below for my recruitment materials. Feel free to ask any questions.

https://preview.redd.it/3lxtif25ljcd1.png?width=940&format=png&auto=webp&s=8c62bdfbdf2973fa17acecfe465b49ae773f1041

I saw someone ask about this on another forum and decided to try to do a nice write-up. Since I've never seen anyone explain the answer in the way that I have done here (I don't claim my way is original, just that I've never seen anyone do it this way) I figured some people might appreciate seeing the presentation:

https://www.axiomtutor.com/new-blog/2024/7/13/why-does-adding-to-the-x-variable-move-the-graph-left

Looking for reviews and feedback on my app: QuickMaffs

Link: https://quickmaffs.com

What features do you think I should add? What games do you think I should add? Anything else you can recommend?

Hi,

First time posting.

I teach a combination of Cambridge IGCSE maths and Danish public school maths at a boarding school with a few international students. I have the pleasure of the class for one year before they change schools again, so I have basically no prior knowledge about their previous level of knowledge about maths.

The students are between 15 and 17 years old.

I've been wondering at what age in your country, you start working on different concepts in maths, specifically these concepts:

• Basic Functions (linear and quadratic functions, point of intersection)
• Basic Combinatorics (ordered, unordered, Factorial)
• Basic Probability (calculated probability vs. experimental probability)
• Basic Statistics (mode, mean, median, collecting data for datasets, frequency tables)
• Basic Economics (compound interest, simple interest, annuity)
• Basic Trigonometry (Pythagorean theorem, Soh-Cah-Toa and the Unit Circle)

The above topics are part of what I attempt to cover during a school year (I start the year of with course in basic algebra and some other basics like working with fractions and percentages which seem to be where a lot students have trouble).

As no class is the same I adjust the difficulty level according to what the students starting point are.

Most of my students have worked in some way with these topics previously, but it varies greatly how much.

It's different for each country it seems, so if you could tell me where you teach and at what age your students are when you start working with the mentioned concepts, it would be greatly appreciated.

Hi everyone,

I'm looking for a study partner to read and discuss the book "An Introduction to Optimization" by Edwin K. P. Chong and Stanislaw H. Żak. I believe having someone to discuss the concepts and problems with would enhance the learning experience and help us both understand the material more deeply.

A bit about me:

• I have a keen interest in optimization and mathematical modeling.
• I am dedicated and can commit to regular study sessions.

What I’m looking for:

• Someone who is also interested in optimization.
• A commitment to regular, scheduled study sessions (we can decide on the frequency and timing together).
• Willingness to actively participate in discussions and problem-solving.

We can use platforms like Google Meet, Zoom, Discord, or any other preferred method for our sessions. If you're interested, please comment below or send me a message so we can discuss further and set up our first session!

Looking forward to learning together!

Thanks

Hi, high school math teacher here.

I've resolved to enforce a strict no cell phone or laptop policy in my classes next year (unless they are needed for something), but I also want students to have access to desmos, as fluency with desmos can be a real benefit for online standardized tests (which I hate, but they may as well game the system of they can).

I have an opportunity to write a grant and was thinking about trying to purchase a class set low-end android smartphones. You know those kind you can get as like pay as you go phones? I've seen some for around $50, which is nuts to me, but I don't know what strings are attached. I would want to go in to the OS image and disable Internet and restrict app installs and all that stuff, which I can probably figure out how to do unless these types of phones are weird?

Has anyone done anything like this or know a lot about these cheap android phones?

Thanks!

Kids will be 8-14 years old and many of them struggle with their grade level math skills. Some people on here have mentioned how they had to go back to the basics to be able to understand higher level math. What does r/matheducation think we should do for these kids? Would appreciate some input. Camp is 4 days. 2 hours of math each day.

2E 3rd grader is very strong in math but does it fast, mostly in his head, doesn't check work, and breaks down when the answer is incorrect.

Montessori school doesn't assign homework, but we're going to do it anyway this year to develop the habit/organization/executive function skills. He says math is his favorite subject so I thought I'd get a book solely focused on math.

Is there a workbook or supplement curriculum you'd recommend? Younger sibling is a 1st grader so whatever we do for older we'd implement for younger as well.

TLDR: What are your thoughts on where paper-based vs. digital resources suit best for ongoing assessment, and what tools do you find most useful?

I am about to enter regular classroom teaching (UK, Mathematics) for the first time since working in other areas, and am nervous about balancing quality teaching with the tight deadlines set by the curriculum...

GOAL:

1. To start each lesson with a "Do Now" which contains a mix of questions revising previous learnings from that term (spaced interval retrieval practice), and questions which check understanding of prior learning that new content will draw on {Max 5 questions}

2. To end each week with student self-assessment how they feel about each piece of that week's content. *May* include short quiz to help them decide [in which case would replace the Do Now], or simply the rating. The scale is about helping to build their metacognition & inform my differentiation + planning.

• I don't get this yet and need help.
• I am starting to get this but need more practice.
• I've got this and am ready to move on.
• I've got this and am ready for more challenge.

Ideally, each of these options would lead to them needing to identify what they have already tried/what they will try next if they need help (accessing the online materials provided; , or what kind of challenges they would like to focus on if they're on top of things (helping peers; reviewing past material; creating summary sheets; trying harder questions provided/giving more thorough answers; doing a Deep Dive personal interest project related to maths).... I can set this up easily enough on Google Forms by having their chosen answer lead to the relevant section, otherwise??

3. To incorporate ongoing reflection & goal-setting in my classroom (encouraging values of Curiosity, Communication, Collaboration, Chaos, and Celebration)... preferably as part of end of week self-assessment

WHERE I'M STUCK

• I don't want to use too many different digital tools + am limited to what's free - I have played around with Formative; Google Form (via Google Classroom); Google Sheets but none quite "do it all"
• Sometimes having students pull out ICT can be more hassle than it's worth
• Tech does allow me quick access to data without collecting + marking piles of paper
• Hand-writing has benefits for memory & especially for reflection could make them more thoughtful in responses (except of course where there are learning barriers that make this impractical)
• Hand-writing also allows students to show working, which few (free) digitools do
• RE data collection: I want to have a copy, but I would also love it if their responses to Goal #2 were compiled where they could see + use as a revision guide (see e.g. below)
• I know there is great benefit to all 3 of these practices, but don't know if they will be too time-consuming to be worth those benefits.

Example of a student Self-Assessment-turned-Revision guide made using Google Sheets. Would love to know how I could get each students' sheet to fill into a master copy for me...

MY QUESTIONS FOR YOU ALL:

1. Do you have any tools you would recommend for these purposes?
2. How do you decide where digital vs. paper is the way to go?
3. Do you think my goals are realistic to include as regular classroom practice?