The Online Math Tutor Guru! Text 559-744-3169 for math help! I teach people how to use graphing calculators as well! This includes: "Ti-83, Ti-84 and the Ti-89.*

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 I tutor for math @ the university, college, high & middle school levels.I tutor for Arithmetic, Algebra Algebra 2, College Algebra, College Tech. Math, Precalculus, Calculus, Trigonometry, ACT, SAT, .GED Math, Finite math and some others by request.

https://preview.redd.it/a5ggfa09i6ge1.png?width=988&format=png&auto=webp&s=2f30a0a4be1d4b5c2e0e22363d166c4bbf6b3792

Title itself.

Interesting things in point set topology, metric spaces or anything else in other math areas applying or related to these are welcome.

I am a Physics undergrad who wants to be a mathematician. I am thinking of doing a Reading project in a pure math topic under a prof, for the sake of knowledge itself and also to build my profile.

But how do I produce proof of doing this project? This is not a part of an official program. I was hoping that I could use this for further projects and grad admission opportunities.

Hello fellow math educators, how do you incorporate DEIJ into your math lessons/activities? Seeking ideas for all levels, elementary to high school.

Mathematics has always been my true calling, but life kept me from pursuing it. I’m 25, from Kerala, and I feel an immense void—almost guilt—for not dedicating myself to it.

Now, I’m determined to change that. I want to pursue an online B.Sc. in Mathematics and eventually become a researcher and teacher. I looked into IGNOU, but I heard it lacks live classes.

If you know any good universities offering structured online math degrees, please share. Your help could bring me closer to the path I was meant to take.

I'm having my lesson observed and they are looking for how I use questions to encourage oracy skills. The lesson is on fractions, decimals and percentage equivalence and I'm wanting to try and pull the information out of students by making them think rather than it being "I do, we do, you do"

Any ideas on how to structure the lesson and what questions I should use?

I'm a second year math undergrad, I wanna know what exams I should aim for to work in cryptography.

My current knowledge: groups, rings, fields, galois theory, lin algebra, analysis, topology.

After 20 question !! And my brain is not braining🤦‍♀️!!! I don’t remember math been this complete or I’m just so out of practice??!!!🤷‍♀️

Step 1: Random distribution (their version of distribution) multiply a number by several other numbers

Step 2: Gather like terms

Step 3: Drop the variables and add or subtract as the spirit moves you

If any of my students is reading this, the answer is yes, if you missed a day or thirty, you did miss something.

does anyone know some vr program or game that teaches solid geometry that could help people imagine the objects in three dimensions

I have a bsc in mathematics from the UK and have been teaching maths to high school students for some time (mostly in american schools, Precalculus, AP Calculus, Multivariable Calculus etc).

I have been thinking of pursuing another degree as I started to miss learning (or just the thought of going back to study feels more and more exciting as time goes on).

So I was thinking of these two (or three) options:

1. MSc Mathematics at the Open University while I continue teaching

2. MA Mathematics Education at UCL with a career break

3. do both eventually (but then which one first?)

Aside the obvious answer of the third option being better than the other two, if you had to pick one, which option would you pick and why?

• Not thinking of starting either master any time soon, this is more of a long-term plan.

Live in Atlanta; kid in 6th grade. Have a very sharp kid who is not challenged much in school, but is quite busy with extra-curricular activities, chess, debate, music, and friends. I've always forced him to do more math than offered at school and he finally really enjoys it. We used to do Beast Academy, but recently switched to MathAcademy which is better suited as he managed to learn practically on his own and after a month he is 80% done. I've seen the problems he does and they are quite challenging.

My question : Our district doesn't go higher than Algebra I in Middle School. I am trying to get them to have my son do Algebra I in 7th and Geometry in 8th (which they don't offer). He needs more challenge, but I also don't want him to be learning completely on his own. How common is it to do Geometry in Middle School? I noticed that a middle school 10 miles north offers accelerated Geo H / Alg 2 H in 8th grade, but that seems like an exception.

FOIL, Keep Change Flip, Cross Multiplication, etc. They're all fine to use. Why? Because tricks are just another form of algorithm or formula, and algorithms save time. Just about every procedure done in Calculus is a trick. Power Rule? That's a trick for when you don't feel like doing the limit of a difference quotient. Product Rule? You betcha. Here's a near little trick: the derivative of sinx is cosx.

This is a question about working with a math text that skips around constantly to different kinds of problems (I don't know the name of it).

For the past 8 years I've been working with gifted high school students (including math and competitive programming students) and developed a style of teaching around asking them questions and giving them generalized problem solving techniques so they could have their own insights.

Recently I started working with ordinary math students. The Socratic method doesn't work. I need to explain more and actually demonstrate the technique step by step, writing it out myself, before having the student attempt to copy me.

So I made progress with one 9th grade student at some types of algebra problems, in particular simplification of expressions and polynomials. His homework problems were divided into sections with similar problems. So I would demonstrate the first couple of problems, gradually getting him to take over the work. By drilling similar problems it got into his brain.

He got a 94% on the final. I was starting to feel like I knew what I was doing.

Now, this new semester, he has a strange textbook in which every homework problem could be from a different area of math. There might be a graphing problem next to problem about working with function notation in the abstract, or less related than that.

So there's no chance to drill. there's no chance for me to work one problem first and then have him do a similar problem.

Yes, I could go find other related problems to drill, but both he and his parents want me to keep him current with homework. It takes the whole session to do his homework (with all the different types of problems) leaving no time for repetition and demonstration.

What should I do?

I'm in highschool and I was wondering if anyone knows of a good summer program in the Milwaukee area. Nothing too advanced, as I'll have only completed math up to Algebra 2/trigonometry and I don't want to spend too much money on a class. In person or online work for me. Thank you guys in advance!

Hello, I'm a senior in college majoring in sec math ed and tutoring one of my coworkers' son who is in 10th grade and finished Algebra 2.

He struggles a lot with even simple math so I'm planning to go back and re-teach him strategies to catch him up. His mom said his struggles really started with covid in 2020 when he was in 5th grade.

I can't for the life of me remember what math I was learning in 5th grade so in wondering if any of you have any ideas and important helpful content that I should re-teach him

Thank you

I teach 7th grade. I've always liked math, but I've never done anything past the first class of calculus. I was a music performance major in college. I'll be tenured relatively soon and am thinking about taking a class each summer because it'll move me along the pay scale, be paid for by the district, and be far more enjoyable than education classes. The main question is in the title: would that actually make me better at teaching middle school math?

These “tricks” do not teach conceptual understanding… “Add a line, change the sign” “Keep change flip” or KCF Butterfly method Horse and cowboy fractions

What else?

smthing like Gauss fermat , bezout

A common refrain is that elementary math teachers in the U.S. do not have enough training or subject knowledge in math. Maybe they have some math anxiety leftover from their own education. Is there a book or some other resource you wish we could have elementary teachers read to help with this?

Anyone else read this?

A question for math-education folks:
Relating complex numbers to geometry and trigonometry is beautiful, and yields wonderfully simple proofs of trig identities.

Which other geometric results become *easier* using complex numbers? Lots of proofs exist, but they tend to be messy. For example, this document that I found online contains several nice examples. It's fascinating to see how complex numbers can be used for proving classical results in geometry, but I wouldn't say that any of the examples end up being easier in the way that trig identities do.

Do any of you happen to know of any nice examples of complex numbers making easy what would have been difficult in standard geometry (apart from the trig identities)?

I’ve always been oriented towards math and science, but haven’t done anything academically rigorous since graduating 20 years ago with undergrad calculus and an Econ major’s statistics requirements. Life and family and career things came along, now in my 40’s I’d like to get back into some of the things that interested me when I was younger.

I enjoy edutainment like 3Blue1Brown, Numberphile, etc but my details are sorely lacking—I can follow discussions about complex fields I never studied, but am probably worse than a sharp high schooler when it comes to algebraic operations, exponents, roots, complex numbers etc.

Now that my kids are a little older and I have more free time I’m looking at community college classes, independent study books, etc but is there a good “adult math refresher” resources that touches on everything from an early level but without the busywork aimed at someone learning it for the first time?

Once I get a firm footing back, I’d like to steer a bit into statistics—I’m an insurance professional who works with actuaries constantly and would like to be able to “talk the talk” with them better. Maybe if I tie it back into work I can expense it, who knows

Hi,

My son is 6.5 yo in first grade. He does not like math, and I have been focusing on having him understand the concepts rather than being fluent in adding and substracting mentally. We use the 100 chart, the numbers line or cubes when doing his homework. I was hoping that he would eventually start to mermorize some key combinations of number, but it does not look like it happens naturally. If I remove the aid, he tried to do it with his fingers or mentally, and got lost when adding 2-3 or more. He is now working on adding numbers to 20 vertically. He understands that when you have 13+4, you do 3+4 and add the tens, but struggles with 3+4, which means he struggles with his tests. Is that typical at his age? Any tips to bring him to the next level, considering he does not like math and homework? Should I just continue allowing him the numbers line, and he will eventually get it?