Hi everyone,

A few friends of mine and I just started new Youtube channel that focuses on visualizing & explaining concepts in a fun & interactive way. We will cover most math topics from 3rd grade to AP Calculus.

For example, this is a video that explains multi-digits multiplication. We would love to hear your feedback on our video. Specifically, we want to know:

1. If you are a parent, would you prefer our video over your kid's teacher or other video in explaining math concepts?

2. Is there anything that we can do better in explaining math concepts?

Any feedback is appreciated!

Hey everyone! I’m excited to share a new site I’ve been working on: numbric.com! It’s a free platform that generates random, carefully designed worksheets for Grades 1-8, helping build a strong foundation in basic math skills through repetition.

Looking ahead, I plan to expand the available levels up to Grade 12 and introduce a mastery-based progression system to enhance the user experience for students.

For transparency, ads will be added sometime in the coming weeks to cover server costs, and there may eventually be some form of paid plans. However, the worksheets themselves will always remain completely free, no matter the difficulty level. Feel free to reach out with any questions either here or at numbric.developer@gmail.com!

Could you suggest indoor and outdoor Math games that can be implemented amongst students?

I have to go through the AP audit for AB Calc. 15 years ago I submitted a BC Calc syllabus and was approved. Now their requirements seemed to have multiplied. I followed their sample syllabus and got hardcore rejected.

Does anyone have a recent syllabus that was approved that you can share, so I can modify instead of starting from scratch?

I've heard through the grapevine that one of the Upper Level Math teachers at my school might be leaving at the end of this school year. I love teaching my general level Multi Lingual Learner classes and do not want her whole schedule.......but I do want AP Stats.

I was hired specifically to fill an area that my AP describes as "a teacher who can support our new comer population but also willing to teach upper level classes".

I would really like to be considered for that slot and I'm wondering what I can do in the next few months to help "prove my worth". Extra trainings, endorsements, or certificates. Thanks for any insights!

Hello everyone,

I am wondering if anyone has any thought on where I could obtain a masters degree that would allow me to teach at a community college. I was looking though some other post and there is mention of some places for a math education degree which is something I would be looking for. The only requirement that I have is that the curriculum would have to include at least 18 credit hours of master level math courses. I saw some places that would satisfy this requirement but am concerned about some of the merit that the these schools hold and also the cost cost they include. While I am OK with paying for a more expensive school if needed to follow this path, I would prefer to keep the cost to a lower level. Any thoughts or suggestions?

Thank you,

I've been reading the excellent book Math from Three to Seven: The Story of a Mathematical Circle for Preschoolers available here https://sites.icmc.usp.br/sasha_a/zvonkin-e.pdf

It's a diary of a math circle that the author led with his son and his friends and later with his daughter and her friends (unfortunately the later circle was cut short due to the Perestroika)

One of the main point the writer makes multiple times is that he refuses to give the answer to puzzles but instead prefers going back to the puzzles later and see if there's been progress (he's also been sometimes pleasantly surprised when his son came to him suddenly finding a new answer for a puzzle given to him months before). I'm curious what is the point of view of experience teachers on this sub?

In my mind this seems to be in line with Inquiry Based Learning which, I intuitively think is a better way to teach mathematics however there's been a slew of studies showing that this method of teaching is less effective:

• https://www.researchgate.net/publication/338180453_The_Efficacy_of_Inquiry-Based_Instruction_in_Science_a_Comparative_Analysis_of_Six_Countries_Using_PISA_2015
• https://www.sciencedirect.com/science/article/abs/pii/S095947521830361X
• https://www.researchgate.net/publication/27699659_Why_Minimal_Guidance_During_Instruction_Does_Not_Work_An_Analysis_of_the_Failure_of_Constructivist_Discovery_Problem-Based_Experiential_and_Inquiry-Based_Teaching

So all this is a roundabout way to ask

1. if there's any research that shows benefits to the author's approach (letting children discover the solution for themselves)?
2. if those surveys that show that Inquiry Based Learning doesn't work mostly show something else ie. that Inquiry Based Learning is difficult/impossible to implement in overcrowded classroom hence the bad results or that PISA doesn't fully reflect students learnings in a useful way?
3. Is Inquiry Based Learning maybe only useful for a certain class of "gifted" students. Both the author's children certainly would qualify even if his daughter had little interests in the subject.

Inquiry Based Learning poor results in mathematics is counter-intuitive to me because problem solving and finding your own answers is the heart and soul of Mathematics. Receiving direct instruction on how to solve a problem would seem to me to only teach a student to follow a formula without the underlying deep understanding and likely to cause that same student to forget how to solve that problem once they leave school.

I'm curious to read your experience as teachers or if you know any other studies that are relevant.

High school math teacher, here. I'm teaching A-Level Further Maths for the first time this year. An American, from an American AP system, who has taught Pre-Calculus and AP Calculus in the past. I studied physics in college, and worked for several years as an engineer before getting into education, just to give some background. I've used a lot of math before. Nothing crazy like some of the threads on here talk about, but practical stuff for problem solving.

The first chapter in AS Further Mathematics is about the "Roots of Polynomial Equations". I saw the chapter title and immediately thought of polynomial division, the remainder and factor theorems, Descartes' rule of signs, conjugate pairs, and the Fundamental Theorem of Algebra. All the things I would normally teach in an American classroom covering this topic.

I open the book and am greeted with stuff like, "What is the sum of the cube of the roots of this quartic polynomial?" Nothing in the entire unit actually deals with finding the actual roots, but rather with finding the sum and product of the roots. All sorts of techniques similar to the sum of the roots is -b/a and the product is c/a (which I've taught for quadratics before), but applied to cubic and quartic functions. It's interesting stuff, sure, and completely new to me. I just want to know why you would ever need this nonsense. And what is the justification for the A-Levels teaching this INSTEAD of teaching students techniques to find the actual roots (stuff that is far more useful in the line of work I used to be in).

I am curious how attaining higher math education has impacted the overall quality of life, decision making and problem solving?

and if any particular branch of math has had more impact than the others?

If say you been out of HS for awhile and have to learn math quickly but forgot most of the formulas?

Makes sense that I would be able to college level statistics with a masters in statistics (30+ hours in STAT coursework).

Maybe this depends on the school or state, but I’ve heard people say that it’s possible to teach other college math courses (like college algebra or pre-calculus) with a stat masters.

That’s because in some places, statistics is part of the math department, or a department called the “Department/School of Mathematics and Statistics” and some places, stat courses have a “MATH XXX” course code.

Thoughts?

EDIT: Mostly CC or adjuncting. I’m not looking to be a professor of statistics or mathematics, nor do I want to PhD in either right now. I have a full-time job that pays me well, put I still like and miss teaching.

Hello. I am currently struggling in pre-calculus and I was wondering if anyone knew of any good math tutoring sources(preferably free) where I would meet with them over zoom. I’m an online student and the provided math tutoring website isn’t helpful and my instructor isn’t often available to help.

So I’m considering doing a maths and biology joint degree, and that means I’m limited for my modules in each subject. For maths, the way the module allocations work, if I choose the stats modules then I can’t really take many other pure modules like abstract algebra and vector calculus. But I can take linear algebra and differential calculus. Will this be enough?

I’m leaning more towards stats/data science anyway because I know this is more applicable. However I have heard it can get repetitive and boring sometimes and that worries me. I’m also considering being an actuary so stats would help.

What would your advice be? Thanks in advance!!

Chinese abacus - Suanpan

https://youtu.be/V1_4nNm8a6w?si=kTO6Ezo9qxI4nFZB

DeltaMath shows how much time a student spends on each problem, which is really helpful! I had a kid show up for class today and he had already done half of the assignment, but he was spending 20-30 seconds on each one. I then watched him spend the ENTIRE class period on that assignment, and couldn't answer even ONE problem correctly.

But I'm sure that's just a coincidence.

I'm looking to get my masters in math, and teach at a community college. I have high school teaching experience, and a lot of verifiable tutoring experience through Wyzant.

Is it difficult to get a any kind of full-time position teaching math at a CC?

Hello, I'm trying to find out how rigorous the master's program at UTRGV for Mathematics is and if it is even worth it?

I will be teaching geometry. Normally in A2 I just have students take notes in a notebook based on what I write on the board during the lesson including examples.

However, there are so many figures in geometry that it won't be efficient for them to copy down all the examples from the board or for me to draw them. They need 5-8 examples to really "get it".

I am thinking of just making a worksheet (Kuta) for the lecture examples I want to cover with them. We would fill it in together. I use Kuta for their HW too so it will align nicely.

However, there is often background information/notes that needs to be introduced along with the examples. Theorems, postulates, steps, etc.

Should I have them take notes on the background info in a notebook, then give them the example sheet? My concern is that students with poor executive functioning may struggle to keep things organized and switch back and forth between the notebook and page of examples.

Should I just have them take notes in the margin of the example sheet? May not be enough room. Maybe print out a sheet with background and photocopy it double sided with the examples?

Curious as to whether anyone else has tried this approach. I know guided notes sets exist but none match the appropriate level, pacing, and content of my course. I will not have time to make them myself because I have 5 preps this year...

im wondering about what math to take in my upcoming years

i took alg 1 and geom in freshman year, and am now set to take alg 2 sophomore year. i want to take pre calc over the summer to take ap calc ab in junior year (school only offers ab as highest math course), but i would only have ap stats as a math class in senior year through that path.

counselor said some schools dont count ap stats as a math class. is this an okay route if im aiming t20 or should i take ap calc ab in senior year? (i want to major in engineering, or preferably a stem major)

Why does the US seperate algebra 1 and 2 and put geometry in the middle?

People interested in the history of math education should read and listen to the work of David Dennis. You can see his work at quadrivium.info . The website contains his published papers, interactive demonstrations and his podcast lectures called " Mathematical Intentions".

That is all. Discuss.

Hello! Connecticut and many other states now require high school students to take a personal finance course in order to graduate. If you're looking for resources to teach personal finance in your classroom, this might help: https://ctmirror.org/2024/08/22/ct-financial-literacy-course-teacher-training/

See also: https://www.ngpf.org/

tl;dr: I want to make number lines in my notes and handouts. What are some ways to do that?

Post: so my school is having me teach algebra 1 after I haven’t taught it in years. We also ditched the curriculum that we were using previously, so I’m taking it upon myself to make my own materials. I was wondering if anyone could suggest ways to make a number lines that I can put into my PowerPoint and guided notes. Should I learn latex? Does anyone have any suggestions for learning latex very quickly (lol)?