I've been thinking about what it really means to be good at mathematics.

Some people can calculate incredibly fast but struggle with unfamiliar problems. Others take longer but have excellent logical reasoning skills.

If you were designing a short maths assessment for school students, which abilities would you prioritise?

* Numerical fluency

* Logical reasoning

* Conceptual understanding

* Problem-solving ability

* Calculation speed

Would love to hear perspectives from maths teachers, students and enthusiasts.

Eu percebi que tenho muita facilidade para ensinar, mas não sou alguém que domina matemática. Mas é uma área que me fascina

Creo que esta es la mejor forma de aprender Matemática Básica desde cero para Ingeniería Informática. ¿Qué estoy haciendo mal?

Mi teoría es que, para aprender Matemática Básica, no necesito memorizar cientos de fórmulas, sino entender los conceptos desde la base, practicar ejercicios de dificultad progresiva y aprender a reconocer qué método usar en cada problema.

Los temas que necesito dominar son:

- Inecuaciones e intervalos.

- Valor absoluto.

- Funciones, dominio, composición e inversa.

- Matrices, determinantes y sistemas de ecuaciones.

- Otros temas fundamentales de álgebra.

Mi idea es estudiar cada tema en este orden:

1. Entender qué es y para qué sirve.

2. Aprender las fórmulas y reglas esenciales.

3. Ver ejemplos resueltos paso a paso.

4. Practicar ejercicios fáciles, luego intermedios y finalmente ejercicios de examen.

5. Analizar mis errores para no volver a cometerlos.

Pero no sé si este método es realmente el más eficiente.

Si tuvieran que aprender Matemática Básica prácticamente desde cero, con poco tiempo y preparándose para los exámenes de Ingeniería Informática, ¿qué cambiarían de este plan?

¿Qué errores suelen cometer los principiantes? ¿Qué temas debería dominar antes de pasar a los siguientes? ¿Qué recursos, canales de YouTube o métodos de estudio recomendarían?

Me interesa especialmente conocer consejos de personas que hayan tenido dificultades con las matemáticas y hayan conseguido mejorar de verdad.

Pueden corregirme, contradecirme o decirme qué estoy entendiendo mal. Quiero aprender de sus experiencias y encontrar una forma de estudiar que realmente funcione.

hello guys so I've started "introduction to mathematical thinking" course by Stanford on coursera and the professor advised us to form a study group to help each other and have some sort of peer-review... so if anyone here started the same course recently I'd like if they can DM me and I'll make a discord server to help each other!

Retaking the pert test to skip remedial math. ( I should probably take them but I am trying to take my time and really focus on learning the fundamentals of math since I've always sucked at it and I also want to save money on courses)

I know I should do a lot of practice problems, but for the people who are taking more advanced math in college, how are you able to remember all the previous math you've taken? Ive been told all math just keeps building off previous math, so how does one continue to remember all the math they've learned? Say one is going to take college algebra, then calc, then maybe statistics ? Or whatever the order is lol

I’m a senior in highschool and I’ve always dreaded studying math for a test at home by myself. When I’m redoing the problems we did in class from my notebook, theres always a step between equations that I don’t understand how i got (Or how the teacher got). I feel like I can’t catch up with the rest of the class and don’t learn at such speeds as the others and just feel stupid and helpless. Told the teacher about it and he just sent me online videos which help absolutely nothing. Math is my poorest subject and I want to learn it but i just feel like my brain isn’t made for math and theres so many things from other lectures you have to connect to the current lecture in order to solve the problem. I just can’t keep up with all of it. And even if I do understand some lectures, when i solve the 10 task test preparation sheet at home and seem to understand everything, i still get bad results the day later because the test is so much different to the preparation sheet. How do i study math?

I’ve been building kinemo, an open-source Python library for math animations, and the latest version adds interactive lessons.

You write the lesson as a short script: the animation explains, then stops at a question. The learner picks an option, moves a slider, types a number or drags a point, and what plays next depends on the answer: a hint and another try, or the next step.

Here’s an example lesson, the derivative as the slope of the tangent: https://m4nd0r4s.github.io/kinemo/lessons/slope/

The same script also gives you:

A page you can put on any website or LMS that accepts an iframe. It runs on cheap phones too, and the platform can receive the answers if it wants to grade them itself.

A quiz video for YouTube or a class: each question shows on screen with the options and a countdown (“pause and answer”), then the right answer is revealed.

It’s free, it runs 100% locally, and you need to be comfortable writing a little Python. Docs: https://m4nd0r4s.github.io/kinemo/docs/

I’d love feedback from people who teach. What kinds of questions would you want in a lesson like this? What would stop you from using it?

Looking for some self checking worksheet for my 7th grade math students. I would love to purchase a workbook that has several different types of activities across all of my content for the year. Looking for thing where students solve problems and their answers spell out an answer to a riddle or joke or other more engaging sheets then just solving then problems.

Hi all, I grew up in a jurisdiction that required 12 year olds learn binary number arithmetic - for additions and subtractions - using standard mathematics concepts of carry and borrow. It was geared towards forcing students to learn that the concept or carry and borrow can be stretched beyond the decimal systems. (no two's complements here)

I remember binary subtractions were very tricky to master even for gifted students. I never passed in binary number arithmetic because I couldn't do subtractions consistently. That was back in the early 1990s.

Then I immigrated to New Zealand and continued my high school years there, and had discovered that binary number arithmetic wasn't a topic in New Zealand secondary Maths curriculum. And probably for most other countries too.

So was it always a niche or difficult topic in Maths education, and not many countries' education systems taught/teach it? Thanks.

PS: just to clarify binary arithmetic wasn't taught for computing or early computer engineering, it was basically about teaching number systems and getting students to become flexible with arithmetic techniques when the base is no longer 10.

I’m a 1st-year Computer Engineering undergrad, and I’ve been teaching/tutoring high school math (Grades 9–12) for about 4 years now.

Because of my engineering and JEE-prep background, I hate teaching math as isolated formulas just to pass exams. Whenever I teach a concept, I try to show why it matters—connecting high school math to AI, machine learning, finance, and everyday local examples.

I also teach math as one giant interconnected web rather than separate chapters. For example, when I teach Functions to 10th graders, I don't just stick to the textbook chapter. I build it from the ground up (Sets → Ordered Pairs → Relations → Functions) and use it as a bridge to connect Linear Programming, Trigonometry, Transformations, Quadratics, Vectors, and Coordinate Geometry.

The good news: My students' grades have improved significantly since studying with me.

My worry: Sometimes I feel like I’m putting too much cognitive pressure on them by going this deep. Whenever I ask for feedback after tests, they just say, "I’ve never been taught like this before," which sounds nice, but I worry they're just being too polite to tell me it's overwhelming.

My questions for experienced teachers:

How do you balance teaching deep, interconnected, real-world math while still keeping things simple enough for students who just want a good GPA?

How can I tell when a "deep dive" is genuinely helping vs. causing cognitive overload—especially when students are too polite to give critical feedback?

Utah elementary math teachers, your voices matter!

A few more participants are needed for a doctoral study exploring teachers’ experiences with AI and differentiated math instruction. It takes about an hour, and your perspective is key to understanding how teachers use AI in real classrooms. To participate, you'll need to share a copy of your conversation with AI with the researcher.

Learn more here: https://qualtricsxm5cxrlb95j.qualtrics.com/.../SV....

Please share!

Just wanted to introduce Limerse (https://limerse.com), a new style of math textbooks built around visual explanations and interactive examples. I was really inspired by 3Blue1Brown and wanted to bring that level of deep intuition to full math textbooks.

So far, I have launched Calculus, which includes 950+ animations (over 50 hours of videos), and 150 interactives. Will be adding more subjects like Multivariable Calculus, Linear Algebra, and Differential Equations soon, and I would really love to hear what you all think. Thanks.

Here is a 2-min intro video: https://youtu.be/GYK4JwFeXDk

I'm a dad of two and a developer, not a teacher, and during this year I've been building a small math platformer (like super mario) for kids in grade 1-3. The player has hearts, like in most games. A wrong answer at a gate cost one heart, the same as getting hit by an enemy. The game was played by both my girls, even the one who doesn't like math enjoyed testing all the levels.

In June I got some feedback from a dad with a younger daughter. He said losing hearts for a mistake felt like a punishment and it didn't feel right for someone that young. So I added a parent setting that turns off heart loss completely: no matter whether it is caused by wrong answers, falls and hits by an enemy. It's off by default, and I'm honestly not sure that's the right call.

What I saw is when this option is added, my girls started to use it most of the time, leading them to focus more on the game instead of trying to solve the math problems.

I'd love to hear from people who actually teach this age:

1. In classroom games (Kahoot, Blooket, review games), do wrong answers cost anything? Does that change with age?

2. For 5–7 year olds, does a small cost make kids slow down and think, or does it mostly make the anxious ones stop trying?

3. Have you seen a middle ground work, like a cost only after a second wrong try?

Disclosure: I'm the developer of MathQuest, the game I'm describing. No link here on purpose, I'm mostly after your experience.

What are your thoughts on this downloadable math material? Looking for my kids to gain an understanding of numbers beyond 10 and how to add them.

I’m looking for my kids to grasp two-digit addition problems like 22 + 13 and complete it in their head. For 22+13, it seems these cards would allow the child to easily visualize and add up 3 lots of ten and then add 2+3.

They could also learn to read the written numbers and order the numbers from least to greatest or greatest to least.

Or simply seeing explicitly that 23 is 2 lots of ten and 3 ones from the ten frames.

https://www.etsy.com/listing/4583110569/printable-ten-frame-number-cards-1-50?ref=share_ios_native_control

It's Saturday, so: self-promotion, I made this.

Diclasso is a free site with 50+ classroom tools: no ads, no student accounts, and every tool is free to use. There's an optional paid plan, but it only adds storage space.

The parts I built with maths class in mind:

**Tarsia puzzle maker.** The classic Formulator Tarsia is old Windows-only software, so this one runs in the browser:

- hexagon, triangle and square puzzles from 6 to 24 pieces, or a domino chain of 3-40 cards

- LaTeX between dollar signs (`$\frac{3}{4}$`), chemistry with `\ce{}`

- optional distractor answers on the outer edges, so students can't finish just by matching shapes

- paste question/answer pairs from Excel or Google Sheets

- prints (or saves as PDF) the solution sheet, the shuffled pieces and a base board

- no account needed to build and print

**Math Rally**: mental arithmetic practice, from adding within 10 up to decimals, percentages, negatives, powers and square roots (22 skills, or pick your own mix).

- untimed practice mode, so it doesn't have to be a speed test

- set it as homework with a link or join code, no student accounts

- results per skill, a times-table heatmap of which facts went wrong, CSV export

Also **Random Groups** for visibly random groups if you do Building Thinking Classrooms, and a **Picker Wheel** for cold-calling. Both use a class list you type in once.

Plus the rest of the site: live quiz on phones with a join code, Jeopardy-style review board, timer.

https://diclasso.com/