For context im 17 and from Romania. I would like to study engineering abroad in english and i would really like to get used to the terminology. First i would like to start with things i already know. Right now im studying matrix and limits. Also i wouldnt mind some recommendations for books with more advanced concepts.

I am a self learner in mathematics (although I studied it as a pass course in College,but that was only bare minimum required to pass the exams and tick the requirement box).I have recently started to hoard books for designing a roadmap to self learn mathematics just for the sake and beauty of it,and in the process for every subject I compare different books from the internet or my friends before making a purchase. In my comparisons, I have found that for the same topic if you take a famous book by an Indian author used all over India in Universities and take a book on same topic by a famous American author or a Russian author, almost everytime the book by the Indian author appears like a dull notebook of definitions and problems. No motivation for the topics are provided,neither underlying mechanism of the fields are well explained. Author gives a definition/a set of Axioms,theorems,badly formatted proofs,a shitload of mechanical examples and then jumps into exercises. For example most Indian Calculus textbooks to this day, don't even give a modern definition the function concept as set of ordered pairs or even a slightly older one as correspondence between two sets. Instead they define function like given in the image. Western textbooks written in same era like the ones by Tom M. Apostol's or one Crowell and Slesnick etc on contrary give the clear modern definition of a concept.

Hi, since I can't upload the poster/flyer here. I am an online math tutor. My rate is only $15/hr with 20-min free demonstration. I teach Algebra to Precalculus subjects. Dm me for more details.

How far realistically can a student go when it comes to only being able to pass that regents exam compared to those who have been able to pass the Geometry and Algebra 2 regents? I have students who never want to push themselves saying they have the algebra 1 regents and that they don’t need anymore to graduate.

Need help with math? I’m offering a one on one math sessions specializing in algebra up to university math with adaptable pricing that is well thought out and extremely time effective to help learn any material. Every session is custom to your needs and will result in guaranteed improvement in your grades. With a very flexible time schedule I can help pretty much anytime of the day. Dm if interested and want to know more details.

Hi there,

I’m searching for a new math curriculum for my small private school’s elementary students. Our student population includes a mix of learners with disabilities and those performing above grade level. We need a curriculum that: • Is easy for teachers to implement, as our math teacher handles multiple grades with limited planning time. • Focuses on mastery while incorporating spiral review to keep skills fresh. • Offers premade, projectable lessons to streamline instruction.

Do you have a favorite curriculum that fits these criteria? I’m open to options from established programs or even resources available on Teachers Pay Teachers.

Thanks so much for your recommendations!

Hi everyone,

I'm helping my kid with his Year 2 math learning - and it has been fun =)

On the topic of probability, a bit unsure what are some of the suitable exercises for year 2.

I've built a few basic ones like the describing probability exercise below. Any suggestions are appreciated!

https://reddit.com/link/1hbo6a0/video/c04vpb8x766e1/player

I’ve been told that many parents don’t like to spend on after school tutoring classes for academic subjects. When I’m in the US (Bay Area), I do notice a lot of Kumon centers.

I’m curious to know the profile of parents that sign their kids up for Kumon’s math classes

I am a business owner based in Singapore / Asia. I'm looking to expand our online math and science classes for 7-12 year old students to the US. Our classes use custom made Roblox games to help students learn math and science.

However, i've been given mixed opinions that parents will sign up. Many parents in asia sign up for afterschool math and science tutoring classes. Is this also common in the US? How can I look for these customers?

After my zero knowledge of Ukrainian teaching methods of Mathematics for middle and high schoolers, I wonder how to help some 15yo's grow and keep basic numeracy skills as long as they stay displaced from their home country.

For more information, just let me know.

Thanks

I teach 7th grade math right now and a lot of my students are struggling to understand the concept of numbering a number line,, I'm not entirely sure what prior knowledge is missing, some of it is multiplication facts or "counting by" numbers other than one but it's not the primary barrier seemingly.

I've emphasized the idea of looking at the numbers involved and finding the highest and lowest points you'll have to reach, but they draw number lines where the points aren't evenly spaced at all, numbered randomly, and then usually it's useless to them because it's so uncoordinated. The curriculum has them drawing number lines and graphs on their own all the time and I'm not sure how to pick up their gaps, or how better to explain it. Any lessons, specific content, or just general definitions/explanations are helpful!

OK, through extreme boredom I have stumbled upon something, and though I have many strange number obsessions I am no mathematician, so if you've got half a brain you may not find this as mind blowing as I did. But also perhaps you could give me the reason for such phenomenon. As I said I am no mathematician nor wordsmith and I probably won't even explain it correctly so I have written out the math to accompany the confusing explanation.

Take any sequence of numbers Ex. 4532 Add them together in any way Ex. 4+5+3+2=14 Now take that sum and break IT down until you are left with a single digit Ex. 1+4=5

Now add that same sequence of numbers in a different way. Ex. 45+32=77 7+7=14 1+4=5

Ex. 453+2=455 4+5+5=14 1+4=5

Ex.4+532=536.....

I have tried this with all kinds of combinations So far to about 11 digits long and it always applies. Is there a simple mathematical explanation for this? If I'm an idiot let the trolling begin. But at least take the time to give me an answer as well, thanks.

It was a hilarious and enlightening read. I'm just a parent trying to keep my own kids interested and ahead in math.

It can be easy to fall into the trap of just giving worksheets and asking to provide the correct answer without encouraging kids to think and wonder. We did Kumon for years and that was just speed rote learning, and it cost a fortune.

I still give my young kid worksheets to stay ahead of the curriculum but only a few; I call it "school maths", then at another time we do "deep maths" where we don't need to necessarily find an answer. Eg. "What would 1/0 be?" Could infinity fit in?"

I also took it's lesson of geometry by avoiding all jargon and just looking for relationships between the lines. It's fantastic!

Hi.

I am just wondering if anyone had advice on teaching long/short divsion in Elementary.

I am a little concerend to go long first as the number of steps seems a little overwhelming. Also no sure it is best for one digit divisor problems.

I have already taught the idea of sharing/grouping equally and remainders.

Just not sure whether to dive into bus stop method with short division or if that is not the best option.

I am dealing with a group that gets easily confused by multi step problems so I want to ease my way into it if possible.

Cheers!

In my second year of teacher training in (not america). Got on amazing in my first year placement - i have met some of the students since and they asked me when will I be returning?! In my second placement school, some students have complained about my teaching, and I have now been taken out of all of my classes, and must observe. This seems like a huge overreaction? I have a meeting in the next few days with the coordinator of the course i am taking to become a teacher. Does anyone have any suggestions of questions or ideas I should think about or prepare for this meeting? I have 15 years of teaching experience privately, so this seems to be an overreaction to comments made by parents of 14 year old students. Any help or advice is hugely appreciated. Thanks.

Update: met with course coordinators. They are advising me to take a break and continue my teacher training in a different school in September (still in conjunction with them and the course). I'm relieved, really. The school did not suit me at all.

Hello, I am a highschool senior at an underprivelaged highschool in Texas and who became interested in math a couple of years ago. I've taken all the math classes available at my school and have spent time self-teaching Calc III and a little bit of linear algebra. I have also spent some time competing in UIL math(statewide mathematics competition) with some success. Unfortunately I never had the oppurtunity to compete in olympiad math(largely because I was unaware of its existance). With all this being said I have gotten to a point where I just don't really know what to do. I could spend time learning more college level math classes on my own, but I will presumably be forced to retake them in undergraduate. I could spend time try to win state for UIL but that seems to largely consist of spending hours on my own working fairly straightforward geometry and precalc problems so I can memorize every formula and solve every problem at light speed on a calculator. In other words, it seems to lack the creative problem solving, collaboration, and logical puzzles that made me fall in love with math in the first place. So, now I turn to reddit to ask, any suggestions on what I can do to prepare myself for graduate school so I can compete with kids coming out of elite schools?(or just to continue developing my love of math)

Hi there,

I am a master's student in Applied Mathematics specializing in Optimization, and I’m exploring research directions that combine mathematical programming with finance. Recently, while wandering through the library, I came across the book Optimization Methods in Finance by Gérard Cornuéjols and Reha Tütüncü. It captivated me with its focus on how different programming techniques (linear, integer, quadratic, etc.) can be applied to develop financial models.

From my understanding, the book is aimed at audiences in Computational Finance, MBA programs, and master’s courses in Finance. However, I’m particularly interested in exploring the mathematical backbone of these techniques, with a focus on deterministic programming methods rather than stochastic analysis.

To delve deeper, I checked the bibliography of the book and searched Google Scholar for related work. Surprisingly, I struggled to find a dedicated "niche" or group of researchers focusing exclusively on this intersection. It seems that relevant work is scattered across journals in Applied Mathematics, Finance, Optimization, and Operations Research.

So, I have a few questions for anyone working in this area or adjacent fields:

1. Why doesn’t mathematical programming in finance seem to have a dedicated niche or society, like stochastic analysis does?

2. Are deterministic programming techniques less useful compared to stochastic methods in finance, or is this a relatively newer area that hasn’t yet gained a strong foothold?

3. Can you recommend journals, conferences, or research groups that focus on applying mathematical programming (not stochastic methods) to financial problems?

I’m keen on developing a research direction that revolves around the mathematics behind such models, and understanding their practical applications. Any guidance, insights, or resources would be greatly appreciated!

Thanks in advance!

I am in my first year teaching special education, I was previously teaching social studies.

I ended up in an elementary school setting which was not my plan - I've never taught at this level.

I need resources to teach myself to teach students who have extremely rudimentary math skills to the point that they struggle with using a number line.

I will be enormously grateful for any guidance any of you can provide.

I have been in tech for over ten years but I have been considering a change. I have my undergrad in math and have been curious about going for a masters. Teaching at a community college sounds great from everyone I have spoken to and I think I would do well at it. I am considering App State's online program:

https://online.appstate.edu/programs/id/mathematics-ma

I actually have a BA in Math so that might fit will to have an MA. I know there is a dearth of jobs in this field, so I am curious if it is even worth trying for. I am too far along in my career (and have young kids) to take a complete step back and just try to constantly adjunct. If becoming a community college prof doesn't work out, are there viable jobs with this masters degree since it leans heavily into teaching?

Here's what I have right now. "The larger of two numbers is four more than the smaller number. If the sum of the numbers is 74, find the numbers."

I try to teach my Algebra students that equations are models; they represent pricing systems for small business, or commission rates, etc.. The problems I have, I'm sure, are a good logic/thought exercises, but I feel like they abstract the topic too much.

I do have an alternat resource that doesn't have a word problem section. It adds a few word problems to each section. But it was just dropped on me mid-semester so I haven't had time to incorporate it well.

18 years ago I started a weekly after-school Math club for the kids in my 8 year-old daughter's elementary school whose goal was to reveal the beauty of math to elementary school-age kids. Forget about memorizing arithmetic tables. I just focused on fun stuff, like counting in binary on their fingers. I'd start off asking the kids how high they can count on one hand and when they said "5", I'd show them how they could count to 31 and that got their attention. They were so proud of knowing something that their playmates didn't they would show off to the others how high they could count. This one "project" led to related ones that we would do in the following weeks.

Anyway, I wrote an Android app named Plato's Playground that uses an AI avatar named "Rachel" (named after my youngest daughter and who physically resembles the avatar) who interacts with kids in showing them how to count in binary. You can download it for US$ 4.99 from Google Play but it's free to schools; write to me for details.

Hi everyone,

I’m a master’s student in mathematics and I’m finding the experience quite different from my bachelor’s studies. Back then, there were standard textbooks, lots of exercises, and a clearer structure. Now, it’s mostly lecture notes and only a few exercises. This has got me thinking:

1. What do professors actually expect from master’s students apart from just scoring well in exams?

Is it more about independent thinking, research skills, or something else? I’d love to know what makes a student stand out at this level.

2. Why are math books so abstract compared to other subjects?

In subjects like physics, the books often tell a story, with concepts flowing naturally, supported by examples and explanations. But in math, it’s mostly definitions, theorems, proofs, and corollaries. Even after reading a chapter multiple times, I struggle to get a sense of what’s really going on. It often feels like things are happening in an abstract void.

Does this mean I need to completely let go of trying to find any physical or intuitive relevance and just accept the abstract nature of it? Even when I try to understand the proofs and concepts, the “story” behind them doesn’t click.

I’d really appreciate any advice on how to develop a deeper understanding of abstract math. What mindset or approach has helped you, especially if you’ve faced similar struggles?

Thanks a lot for reading! Looking forward to your tought!

I have BS in pure math, close to finishing MS in math education. I'm 33 with a wife, one kid and another on the way. I want to teach college one day. How realistic is that with a MS? Am I limited to community college only? Not crapping on CC I've heard great things, I just like having options. I run a non-profit that focuses on relevant PD so I have initiative and drive that I feel someone hiring would respect.

I'm in AZ, but talking a lot with my wife, it's kind of a dream for us to live somewhere more tropical where we could garden year round. I could grow my cacti outside all the time. She loves moisture in the air. We want it to be a good place for our children to grow up. Not sure if anyone has any ideas like location x is that and college y hires people with a MS. Getting a PhD is not out of the question for me. I do fear the time commitment though. At the same time I know in life hard work can pay off so maybe it's worth it.

Thanks!

Writing my thesis on improving Khan Academy. https://docs.google.com/document/d/1HwqOEzf0Vc_qAQIYVGsVIiDcRGAdXRV5tj38ZkzcDQU/edit?tab=t.0#heading=h.9k78rv5s8krw below is a doc of what I have so far. Wondering if anyone has a spare 20 minutes on their hands to review my rough draft of about 50% of the material id like to cover.

Also I know its not Saturday but Iet's just say i live in a different time zone (or rather I live nowhere lol)

I'm familiar with some relaxation tricks from another context (not teaching) and I'm wondering if the more experienced teachers here think something like this might work with an agitated 9th grader or whether it would just require too much patience (or whether you have another idea).

I realize I need to try them and see what happens, but I'm a bit hesitant to even try if these techniques are totally irrelevant or useless for him, so that's why I'm asking for feedback. I'll go ahead and try them this week in any case.

The first one is this: I will ask him to cover his eyes with his hands until no light is coming in. I will ask him to notice what he sees - probably shifting lights and colors against a dark background. I will ask him (always in a calm steady voice) to tune into these patterns and how they are changing over time. I will ask him to notice if the black background is getting darker or covering more of the space, or if he can even consciously make the blackness expand. This will continue for as long as I see he has patience with it, and no longer than 3 minutes.

The second one is this: I will ask him to choose a hand to work with and place it in a comfortable position. I will ask him to gently open and close the hand, repeating that many times. With my voice I will suggest a kind of soft quality. He may start fast and jerky, but I'll guide him to gradually slow down and make the movement smoother. This will continue as long as I see he has patience with it and no longer than 3 minutes.