Has anyone had experience using an on-demand math tutoring service? Is there one you would recommend? My son is in Advanced Algebra II. He doesn’t always need help, but every few weeks, he’s struggling while completing homework, and I am of no help. I’d love to find an online math tutoring service where he could get help the evening he needs it.

My 2nd grade son is in a hybrid 2 days school / 3 day homeschool charter program. The school offers a few math curriculum options. We are doing Beast Academy. The school gives quarterly MAP tests, which isn't my favorite (because they ask stuff I haven't taught him yet like multi, div, fractions, etc.), but I understand the need for a baseline. Recently, the school is pushing Khan MAP Accelerator. Does anyone have experience with it?

My hesitation is that my son scored high enough on the MAP test that the personalized material from Khan is a step beyond what I've taught him. He was 86th percentile, so good, but he's not super mathy. Khan wants him to start single-digit multiplication, which I don't think he's ready for. Maybe any supplemental time would be better spent doing "easy" review instead?

Right now, we do math about 3x per week, 20-45 min a session, both Beast Academy book and online. I get no pushback on the 3 lessons per week, but if I try to add another he says no. We also play yahtzee and chess.

Beast Academy is more of a mastery program, and I've noticed my son forgets plenty. That said, it's hard enough to get through Beast Academy in 3 days per week. The teacher says the Khan MAP accelerator pushes up MAP scores, but should I care about devoting precious homeschool to teaching to a MAP test? I do like the idea that it's personalized and will be updated as each new MAP test rolls in.

As the title says, I’ll be completing my masters in Mathematics at Sorbonne university soon and will be specialising in either harmonic analysis or operator algebras. I was wondering whether it’s a good idea to go for a PhD in the USA after this degree. I’m not confident of getting accepted into a top 10 program due to not having exceptionally good grades in my bachelors even though I have 15.6/20 in my masters till now which is considered decent in France. The reason I was thinking of going to the US is because I’m American and will eventually go back there. Is it better to get an American PhD to get jobs there or stay here and complete my PhD here and then return? Also, I do not like doing algebra much, which is a major reason I’m not sure if it’s worth going since I’ll have to prepare for the qualifying exams and study algebra again.

How do I teach (homeschooled) my 7 yr old grandson to learn his addition facts without him counting with his fingers. He’s having trouble adding with the concept of grouping. Plus he has ADHD -hyperactive and distracted. He goes to virtual homeschool. He cries in this math class and shuts down. Unfortunately, they have not taught the basics nor provide him with practice. Right now my task is for him to not shut down at home with me. He tells me his math assignments are too hard, he’ll never succeed, ever. He has meltdowns every day. His parents have asked me to help him. I hope I have explained myself clearly. Thank you!

Here the question:

I am thinking if a number and first subtract by 18, divide the result by 6, multiply it by 8, and then add 16 to it. What was the number first thought?

Hi everyone 👋🏻, I have a question and I hope I could get a useful answer . I'm a big sister to two brothers that are both smart but one of them just gives me the feeling that he's really smart in math , everytime me or my mother try to help him with his math subject in school we find out he's really good in solving problems , skipping a few steps all in one though that he's just in the 6th grade , he always tells me that he gets very bored in class bc he knows the answer before even the teacher explain it and he actually solved the work book of things the teacher didn't teach him yet . So my question is how to get sure that he's a genius in math , how to help him and any advice please Thank you so much 🙏🏻

Someone talk me out of this. I am considering not allowing students to use calculators in my College Algebra course. The biggest reason is their lack of ability to factor even simply numbers to eventually factor trinomials.

I already do not ask students for approximated solutions to problems, so there is no real reason to approximate square roots or anything. I also do not mind putting in the work to make sure many answers can be achieved without a calculator.

I have seen some syllabuses (that still feels wrong to type) where the instructor does not allow calculators. How well has this worked? What are the cons?

I'm here for any advice. I have multiple classes right now that are doing great, but my one College Algebra class is struggling. I have also considered switching back to paper-based homework, so I would be typing up the problems myself and providing a pdf or printed copy to them.

Hi everyone!

I’m curious to learn more about how educators and content creators approach explaining complex STEM concepts, like visualizing integration or demonstrating stack vs. queue operations. Creating animations for these topics can be challenging, and I’m interested in what tools or methods you all use to make your content engaging and accessible.

Personally, I’m working on a side project called Explora, a tool to simplify creating animated STEM videos. My goal is to help make animations like these easier for people without extensive animation experience, but I’d love to hear about:

• Any challenges you’ve faced when creating educational animations.
• Tools or platforms that have worked well (or not so well) for you.
• Ideas or features that could make animated videos more effective for learning.

I’m still in the development stage, and your insights would be incredibly valuable as I continue building.

The actual question was a bunch of numbers expressed in scientific notation that they had to order from highest to lowest. They know how to order numbers greater than 1, although I haven't (since discovering this) had a chance to have them order numbers like 1.0948234 and 1.48205343. Does anyone know approximately what grade level this type of numeracy is taught? I only know I have a new mini unit for my remedial class.

Hi everyone!

I'm exploring the math needs of future teachers and would love to hear your thoughts.

What are the top 3 math challenges that cross your mind daily?

Send me a DM with your thoughts—I’m here to listen. Your insights really matter!

Thanks!

I’m way behind in math and my teacher doesn’t care. I need help, does someone have the answer key?

Title sums it up pretty well, only requirements/restrictions is that it’s free and not Khan Academy

Hi there,

I'm curious if anyone has taught high school classes using the COMAP "Modeling Our World" textbooks, particularly the Precalculus one. We are thinking of revising our middle-track Precalculus class (typically taken by students who are reasonably strong academically but for whom math is not "their thing") to be a "Precalculus with Modeling" class.

From reading through the sample, i really like a lot of how they cover the topics. The interplay between theoretical and empirical, the use of parent functions as an adaptable "toolkit" for describing different phenomena, and the thoughtful activities and exercises all seem great to me. It seems like it would do a lot to open students up to the world of how math is actually used across different disciplines in a day-to-day way.

However, I'm a little concerned about the lack of organization (lots of blocks of text, very little in the way of summarizing key details) and the lack of routine practice with some algebraic manipulations that will be needed in calculus.

Does anyone have any thoughts or experience with these books as primary classroom texts?

I have taught high school math for a long time, and have been tutoring for a few years now. I'm doing a favor for my wife's friend and have agreed to tutor her seven-year-old son (grade 2 US) who is having some issues with anxiety in math class. I have no formal experience with teaching this age. She said his actual performance is pretty good but he really doesn't take well to learning new concepts or doing things in different ways. An example of this is that he has become comfortable with working with numbers up to 10, and started crying in class when they moved up to 20. I've only met with him a couple times, but have seen this happen myself. His mom suggested we work on the optional work his teacher sends home once a week, and we were working on two-step word problems. It was something like "Danny needs 10 cups of trail mix, which is made from walnuts, raisins, and chocolate chips. He has 4 cups of walnuts and 4 cups of raisins, how many cups of chocolate chips does he need?" He initially assumed it was 4 because the others were also 4, but I nudged him on that and he quickly fixed it and knew it was 2. He struggled when I asked him to show me how he did the problem, and he eventually wrote "4+4+2=10" with a picture of stacks of objects. This was great! The example problem showed this as a two stage subtraction, so 10-4=6, and then 6-4=2. I wanted to see if he could do the subtraction, so I asked him "How could we use subtraction to solve this, using the same numbers?" and he wrote "20-4-4-2=10" which was interesting - he did use the same numbers but used the unrelated 20. I'm not sure if maybe he thought the 10 always had to be on the other side. I pushed him to not use the 20 and with a little help we came up with 10-4-4=2. Doing this really upset him because he said he hasn't learned this before (his mom confirmed, I guess I needed to do it in two separate subtraction steps rather than one multi-step). He was clearly upset and didn't want to continue, though we were about at our time limit anyway. The strange thing is that he learned it just fine, and I could tell he understood the new way. He seems fearful of doing anything new and thinks he can't do it. What I would really like is for our sessions to be something he looks forward to and are fun, rather than stressful. I'm hoping to maybe gamify things for him somehow. I think he needs help becoming comfortable with multiple representations of problems. I notice he does not seem to naturally use the tools his curriculum shows, such as blocks or number lines, to solve problems. He is able to do them often without those, which is nice, but there are many concepts which are very useful to understand with these frameworks so helping him realize that understanding various tools seems important. What can I do to best help him? Any ideas? Thanks!

My university has only these 2 pre-requisites required for Cryptography and Num theory. Do you think they are enough or should I wait till I get more "Mathematically mature". Also, are they doable in a single semester??

I am copy pasting the description of these courses below

"Numbers and their representation, divisibility and factorization, primes and their distribution, number theoretic functions, congruence, primitive roots, Diophantine equations, quadratic residues, sums of squares."

"The course covers encryption and decryption in secure codes. Topics include: Cryptosystems and their cryptanalysis, Data Encryption Standard, differential cryptanalysis, Euclidean algorithm, Chinese remainder theorem, RSA cryptosystem, primarily testing, factoring algorithms, EIGamal cryptosystem, discrete log problems, other public key cryptosystems, signature schemes, hash functions, key distribution and key agreement."

Hello, I'm going to present a Calculus 2 seminar on Fubini's Theorem and I need to solve contextualized situations in the area of ​​Engineering that involve this topic. Could anyone help me with 3 practical examples, applied to Engineering, using Fubini's Theorem, with detailed resolution? Thank you very much for the help!

I was asked to lead a workshop on math for kids aged 3 to 13. It's only 3 hours, but the age range is challenging. (STEAM Day at the local library)

Do you have any ideas for both indoor and outdoor math activities that would be engaging enough for most of the kids?

TIA!

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?