Hello! I am wondering what it takes for a Mastery Assessment to pop up on the ALEKS program. Thank you!

What math apps or games do you use yourself or for teaching?

What math apps or games do you wish existed?

What math apps or games do you use that you feel need UI/UX improvements or are missing some features?

Hi everybody, I’m a Bachelor in Physics who decided to change and continue with a Master in Math (I’m from Italy) because the lack of mathematical rigour didn’t suit me. I’m very happy with the courses offered at the math’s department and I’m now attending two introductory analysis classes (one on basic measure theoretic integration, L^p spaces and Fourier related stuff with applications to some PDEs, and a functional analysis course), a class on Measure theoretic Probability and a class on ergodic theory. At first I had thought about pursuing a career in mathematical physics but as I go on with the study I’m starting to understand how vast and beautiful the math realm is. I’m fascinated by many courses and I’m a bit afraid that my Master could result in a “dispersive” collection of classes without a scope. I don’t have clear ideas about what I’m really interested in and I’m supposed to graduate on the following academic year so I’m starting to feel the pressure about what to focus on. I’m more keen on the applied math side rather than pure stuff but since I come from a Physics’s background my knowledge is often very poor and therefore I feel I’m not able to choose what to do next. What would you suggest me to do? Trying to follow different classes sampling many different areas or focusing on what I’m enjoying now at a basic level going into more advanced stuff? (for example: I’m enjoying probability but the class I’m attending is just an introduction and there are many more advanced topics before touching the actual research in the field so I don’t feel myself confident saying “I like probability“). I deeply appreciate any suggestions and thanks in advance to everyone who is going to comment.

What are your thoughts on this? Has anyone done this? I’m wrapping up Calc 1 this semester and wanted to know if doing these two courses next semester is reasonable or not.

• Children can and should learn math at a significantly accelerated pace compared to the public school system.
• If a learner doesn't understand something despite putting in reasonable effort, that's a failure in the educational program they are following ➔ not the learner.
• Every learner the potential to be good at math, making it especially disheartening when they lose confidence and give up due to a lack of necessary support.

Hey!

I am currently tutoring a friend of mine, who is studying architecture. I help him with first-year introductory maths for the architecture degree. So far we had basic algebra (playing with exponents and, derivatives of the functions and mathematical induction.
The problem he faces is not even due to not understanding the material, but him being confused with manipulations of symbols. He makes silly mistakes while solving exercises (multiplying powers of numbers, the role of n in P(n+1) in mathematical induction, factoring out stuff that's a bit more complicated and stuff like that).
I'd like to help him with getting a good grade in maths, but I don't really know how to remedy that situation...

For context, he has ADHD.

Do you have any ideas on how I could help with avoiding these computational mistakes? Any good resources/ways for him to fully get it and embrace it?

Thanks in advance!

In working with my Algebra 1 student (tutee) today, I have a better idea what's going on. I thought that he had never learned Prealgebra well, but he knows a lot of it. His issue has more to do with rushing very quickly through problems and not paying much attention to the details. From talking to him, it seems that he hates the uncomfortable feelings of confusion he gets from doing math and his conviction that he will fail, and so rushes to get through those feelings as fast as possible.

He also seemed to forget what he had learned quickly. For example I had him simplify (2ww) (i.e. , 2w^2) and he got it easily. We looked at some other stuff and that seemed to scramble his awareness, because just a couple minutes later I showed him a very similar problem (2xx) and he couldn't think how to do it. I don't know if he has a learning disability of some sort or if this all comes from his discomfort with math and his rushing.

I'm interested in hearing ideas about how to get him to slow down and whether you think he has a learning disability.

I tried one new thing, as wee worked on simplifying exponential expressions. I had him follow this procedure:

• Just look at the problem and describe to me what he sees. Pay attention to the things he often gets confused, like whether variables are being multiplied or added. Don't try to solve it; just look at it carefully.
• Make a plan for how he will simplify it. Think about what exponent rules he will apply. Don't execute the plan yet, but describe it to me.
• Execute the plan.
• Check over his work to see if he executed the plan correctly.

This helped when I could get him to follow it, but he often looked at new problems and just took off at a rapid pace, not even listening to my suggestions.

Does anyone know how to calculate the area between these curves in desmos?

I have a lot of algebra and precalculus tutoring experience, but I'm working now with an algebra 1 student who is very weak on prealgebra and I'm just not experienced with that. I'd like to look up sources of problems online (especially from Kahn Academy; my students love that). Right now in Algebra 1 they are simplifying exponential expressions. He understands what exponents mean but he's weak on simplifying products: for example if he writes (2x)(2x) he's not clear that he can rearrange the 2's to be next to each other, then get a 4; and rearrange the x's to be next to each other, then get x^2.

I looked on Kahn Academy for problems in both their Prealgebra course and a few of their "Grade math" courses (6th grade, 7th grade, 8th grade) but I couldn't find problems like this. Any idea where I should look?

Hello all,

I am an applied remote sensing + geographic information science (GIS) graduate student, about to graduate with a Ph.D. in May. I have found a love for digital signal processing (DSP) mathematics.

I would like to explore remote sensing and GIS through DSP techniques, I especially love wavelets and FFT analysis of time series. I'd like to learn what other techniques can be applied here.

What are your thoughts on pursuing an online degree to gain this skillset? I am trying to do this with self-teaching, but I suspect that maybe classes/pursuing a degree online would be better. Are there any online programs you would recommend?

I appreciate any feedback and thank you in advance for taking the time to share your thoughts.

regards,

I currently teach math 7 and 9. I want to show my students that math is way bigger and way more fun than calculation. I know of Vi Hart and 3Blue1Brown, but worry their content may go over the heads of most of the students. Any other 'woah, look at this cool math stuff' creators people can recommend?

About 9 months ago my friend needed help with math and I came to this subreddit for guidance, here's the original post: How do I show my friend that math is beautiful? :

Since then I was able to achieve my goal of helping my friend get good at math and showing him that it can be beautiful. I would like to thank everyone who commented on that post all of the advice and criticism were taken into very serious consideration when moving on to the remainder of the lessons.

I'd like to especially thank the person who left the comment about how not being good at math made them feel like a stupid person. It's something I hadn't really considered no matter how obvious it may seem. I realized that my friend probably often felt stupid for his mathematical ability and I worked to remedy that.

Other comments made me realize that my lectures were too rigid and not too dissimilar to a snooze fest math class. I decided to shift to more of a history class approach where I teach math like I would tell a story. I took him through the journey of mathematics and how we went from the Egyptians and their right angle ropes, to Euclid and his infamous fifth postulate, to the fly on Descartes's ceiling and the hidden coordinate plane it represents. I made sure to always emphasize how humanity comes to discover the methods that it uses to solve problems. I would not teach him to complete the square unless he could see the clever geometry our forefathers used to derive the method.

Although he really disliked math and was very frustrated that he had to do it; after months of work, mostly on his part, my friend is now an exceptional mathematician, with great potential. His greatest mathematical feat was solving for x in this problem: 0=ax2+bx+c. Yes, my friend derived the quadratic formula by himself after struggling to understand lines and exponents just months before. I'm glad he decided to keep an open mind and bear with me fumbling through my first lessons. He had spent months solving math problems daily and getting comfortable with algebra, and it all paid off.

Just recently he began working on rational functions, and I started to explain to him the concept of an asymptote, and in the process proved to him why you aren't allowed to divide by zero. Eventually, the tangent led me to show him a curve that appears on the Wikipedia page for asymptotes. The curve spirals around the line y=x infinitely never touching the line. He found it so mesmerizing and cool that the conversation completely shifted to playing with this function on Desmos, we eventually graphed it in 3d on GeoGebra and started playing with it there. He eventually had the idea that maybe black holes were some type of asymptote because he heard somewhere that they have infinite density or something, and at that moment I realized that he found math as beautiful as I do.

Again thank you to everyone who commented on the original post I appreciate all of you more than you know.

I’m going to start homeschooling very soon and want to graduate early meaning next year (in 9th grade currently). I want to hopefully take algebra 2 alone with precalculus this year (over the summer too) then AP Calculus BC and graduate. Yet the problem of not taking geometry arises, I want to major in Engineering/CS eventually and don’t know how it’ll affect me. I’m mainly wondering on how it would affect me or if I should even replace precalculus for it.

Hi all,

I am teaching geo for the first time and I had a question regarding grading geometry proofs. So I have noticed while grading my first quiz that my students did not memorize the reasons word for word. For example, when given a midpoint, I have told them to say a midpoint divides a line segment into two congruent segments. Many students wrote a midpoint creates two congruent segments. Is this the same and should this be given full credit? Thank you for your help

I need help.

Our current curriculum has students graphing & solving quadratics at the end of Algebra I, and then again at the beginning of Algebra II. Everything is largely the same, except for the addition of complex numbers at the end of the chapter in Alg 2, and more of an emphasis on transformations when graphing. Most of the concepts are the same: students have already been exposed to standard form, vertex form, and intercept form; factoring with a = 1, a > 1, and special cases; solving by graphing, square roots, factoring, completing the square, and quadratic formula.

And yet, they seem to have retained nothing. It’s like starting from scratch, and the students are really struggling to determine which type of factoring situation they have, following the reverse order of operations to solve with square roots (I have kids dividing before adding, for sample), and their answers are really implausible. For example, I had a vocabulary section with a word bank, and I had students answer the questions, “______ is an example of an irrational solution,” and “(x + 3)(x +5) is in the ______ form” both with “the transitive property.”

As their former algebra 1 teacher and now algebra 2, I am just at my breaking point.

What would you do ? My kids are either totally getting it or totally off base, and my distribution of quiz and test scores looks like an upside down bell curve.

In University and trying to find some good calculus software to improve my math. My calculus is a bit rusty, and one of courses im taking doesn't use software, just text. If anyone knows of some good software programs out there for interactive learning, I'd like to know. If it's straight from basics to Algeria to calculus, etc, even better. Paid, or free doesn't matter.

Much appreciated

I wonder what percentage of adults know the multiplication table. Is this related to the way they were taught?

Do parents learn it just for their children or do they remember it from their childhood?

I got a total of 8/12 points between these two questions. 100% correct answers but lost 4 points for not showing work. I wrote down the formulas in the top right on converting between polar and rectangular coordinates. Should I really have to write down “1 • sin(pi) = 0” and “1 • cos(pi) = -1” and so on? Do people not do those in their head? What’s the point of taking off points if I clearly know what i’m doing? Who benefits from this? Very frustrated because I obviously know the concepts and how to get to the write answer. I didn’t pull the coordinates out of thin air. I’m not even against showing work, but writing down essentially 1•0 and 1•(-1) just seems so over the top, especially on a timed exam. I even showed some work on part b after evaluating sin(-5pi/4) and cos(-5pi/4).

Am I overreacting or was I justified in getting only two thirds of the points here?

My current grade is a 74%. I do practice all the time and I normally understand that material. I still get bad marks. I do participate and I do do extra credit, I even have a private tutor. I don't know what I'm doing wrong. When I do the tests I know everything and understand the questions, but when i get them back even I see all the blunders I do. I don't get it. Its driving me crazy. My midterm is at the end of November and I need to get at least a 85 average.

Hello,

I am a maths tutor at a particular school. My role is to teach disadvantaged students, disabled and misbehaved, maths.

It’ll be my first week next week soon and I wonder if you have any tips or advice for me please?

I want them to succeed, if not, make them feel proud of themselves.

My aim as a tutor is to increase their maths confidence.

Hi Everyone
I need testers for my Entusia Math Exercise Application
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Is this something I should bring up with the teacher?

His school has a policy that they can't retake a quiz, but if they score better on the final unit test than the quiz, the quiz grade will change to the Test grade. Also they can retake the test to get up to an 80%.

When he failed the quiz, we didn't get a copy of the quiz results because they want to limit cheating, so we assumed he didn't study hard enough. For the test, because so much was riding on him doing well, he studied for a week before, worked with his tutor, completed the study guide, then failed again. This time we got a copy of the test so he could do test corrections, and we were surprised at the difficulty of the questions. The study guide was basic transformations and graphing, putting equations into the standard format, etc. The test was word problems that required inferences and looked nothing like the study guide.

My son (13) is very upset because he failed the quiz and the test, he did the retake but we don't have the results yet. He is usually an A and B+ student.

Anyone else here feel like they miss the thrill of high school math contests? I remember I used to be prepping day in and day out for the AIME + other contests and learning a ton. It all felt so fun and challenging.

Fast forward, ended up studying CS in college and the muscle in my brain that was used to clever math tricks and interesting lemmas no longer got used much. At this point, i feel like I probably couldn’t solve a lot of the problems i once could.

Anyone else feel this way? How have you guys kept the passion alive even if you don’t study/work in a mathematical area?

Im talking about basic facts like 4+3.

There are some kids where, no matter how many addition problems they do, they never put it into long term memory that 4+3= 7. They have to continually count: 5,6,7 to get the answer.

If a student is unable to memorize 4+3=7, would this be indicative of dyscalculia?

The title says it all, I have trouble assigning points to quadratic factoring problems. I teach a lower level algebra class, and some of them are really really low (like have trouble even solving a two step equation low), so I want to give them partial credit but factoring quadratics is also self checking because we've taught them how to multiply binomials in a past unit.

A colleague of mine said one point per problem since it's self checking; they either know it or they don't.

But if we break down the process of factoring, it could be 3 points: 1 do they know that the last term in each binomial comes from the multiples of the constant in the standard form, 1 do they know the same about the first terms in the binomials and standard form, 1 did they check that their binomials multiply to be the original expression?

But then giving them 2/3 points for a problem that is incorrect seems far too giving. I always have trouble with these kinds of problems.

Other math educators, do you have any suggestions?

Hi, I have completed my Undergrad in Computer Science from Pakistan, CGPA: 3.43/4.0. Currently, I am working as an AI Engineer at a startup. I want to do an online MSc in Maths, with a focus on fundamentals that are helpful in AI, i.e Linear Algebra, Calculus, Optimization, and related courses. I found some good programs like U Washington (https://amath.washington.edu/master-science-applied-and-computational-mathematics-online), but it is too expensive.

I am looking for the following qualities:
- Online
- Can be completed in 1 year (max 2) while I continue my work
- University is good
- Focus on Core topics from AI pov (Optional)
- Doable for a CS background with basic mathematical knowledge.
- Not insanely expensive, like 10k$ max for whole program.
- Can start in coming January

Please suggest some programs, hope there are some.