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

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/

I'm a 20-year-old developer, and I believe that education should be inspiring, not exhausting. 📚

We are a close-knit team of three developers united by a single mission: to make learning simpler and more modern. We've noticed a heartbreaking gap in education: many veteran teachers genuinely want to innovate and bring excitement to their classrooms, but they often struggle to keep pace with the blistering speed of technological change. As a result, great ideas go unused, and students lose interest.

We decided to step in and bridge this gap by building an interactive mathematical whiteboard. It's more than just a tool; it's an ecosystem where users can:

📈 Instantly plot complex functions.

🧊 Work in a full 3D environment and create geometric cross-sections.

🤖 Interact with an AI assistant (currently powered by OpenRouter) that provides real-time guidance.

Right now, we are developing our website and planning to expand our team to scale this interactive approach to other academic subjects. Our dream is for every student, regardless of their school, to have access to these tools.

We are only at the beginning of our journey, but we believe that together we can redefine the way the world learns. We would be incredibly grateful for your support!

I've been working on a project called Orgmaths, and I wanted to share it here since I think people in this subreddit might find it interesting.

The idea is pretty simple: some math concepts are much easier to understand when you can actually see them change instead of just looking at a formula or static diagram.

For example, you can play around with a unit circle and see how sine and cosine work, change the standard deviation of a normal distribution, or see how an equation balances as you change its values.

I made a collection of interactive demos that you can use directly in your browser. It's free, doesn't require an account, and was designed with teachers and students in mind, but anyone interested in math can try it out.

There are 10 demos so far, and I'm hoping to keep improving it.

You can search up "demo orgmaths" or orgmaths.com.

I'd appreciate if I could get some feedback and if the visualizations might be useful? Are there any math concepts you think would make the site better? I'd love to hear what you think or what you'd want to see added.

Thank you!

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.

Check out https://livegeometry.com

It's similar to GeoGebra geometry or Desmos geometry. It has a gallery of over 80 fun and colorful drawings, fun to play with and experiment.

It also has an editor to make your own constructions with rich styling and color palette.

You can export your drawing into images, Svg or embed into your own websites, blog posts, articles, teaching materials and so on (https://livegeometry.com/embed)

You can share drawings via Export -> Copy share link

It is free and open source and no sign-up is required.

I built Think in Odds, a free daily probability puzzle site with AI-assisted explanations, and would appreciate teacher feedback on how to use optional hints without cutting off students’ exploration. I have not tested this as a classroom activity.

Here is a classic problem, not one I invented: distribute all 50 green and 50 red balls between two nonempty jars. A jar is chosen with equal probability, then a ball is drawn uniformly from that jar. Which arrangement makes green most likely?

My proposed warm-up is to have pairs sketch two arrangements and make predictions before calculating. Compare a balanced split with a very uneven split, collect disagreements, and ask students to explain the difference between choosing a jar equally and choosing a ball from the whole collection equally. Then invite them to improve their arrangement and justify why it helps.

For teachers who use probability investigations, what would trigger your first hint: a fixed amount of time, a shared misconception, or a student request? Would you reveal the worked explanation to everyone together, or let groups decide when to open it? I would also like to know whether a short follow-up between sessions would help students revisit the reasoning.

The released playable version, with optional hints and a worked explanation, is https://thinkinodds.com/puzzles/two-jars . No account is required. I maintain the site; this is a proposed teaching sequence and an honest feedback request, not a claim about classroom results.

La Science et l’Hypothèse paraît en 1902, et c’est le livre qui rend Poincaré célèbre bien au-delà des mathématiciens. Il s’ouvre sur une énigme, reprise d’un article paru en 1894 dans la Revue de métaphysique et de morale. Si les mathématiques ne font que déduire, avec la logique, des conséquences de quelques axiomes, alors elles n’apprennent rien : tout était déjà dans les axiomes. Faut-il admettre que tous ces théorèmes « ne soient que des manières détournées de dire que A est A ? » Et si elles apprennent vraiment quelque chose, d’où leur vient cette rigueur que personne ne conteste ? https://blog.site2wouf.fr/2026/10/causeries-poincare-raisonnement-par-recurrence.html

I've noticed a lot of younger kids tend to count dots in a ten frame one by one, instead of automatically seeing that 7 is just 5 and 2. But then math curricula often jump straight into asking them to write 5 + 2 = 7. That gap between visual dots and abstract equations feels pretty wide, and it seems like it needs a solid middle step.

I tried mapping this concept into a 3-step progression and built a free printable tool for each stage:

1. Ten Frames: Clickable boxes to set up dot patterns before printing, with options for 5-frames for Pre-K, standard 10-frames, double frames up to 20, and flashcards (0-20).

2. Number Bonds: Moving to part-part-whole. You can hide missing parts or the whole, set ranges (up to 5, 10, or 20), and there's a toggle to display a Ten Frame right below the bond so kids can see the connection between the dots and numbers. Includes answer keys.

3. Fact Families: Taking those same numbers and turning them into the 4 related equations using triangle/house formats.

Full disclosure: I made these myself. They're 100% free with no login or email required. I ran automated tests on hundreds of generated sheets to ensure the numbers and answer keys are accurate, but they haven't been tested in a live classroom with real kids yet, which is honestly why I'm posting.

I'd love to hear your thoughts. Do you typically teach these steps in this order, or do you use a different bridge between ten frames and written equations? And is there anything missing from these worksheets that would make them more practical for your classroom?

Here's the number bond generator (you can jump to the other two tools from there): https://fixandtest.com/number-bonds/

It's Saturday so saying this up front: I built the tool I mention below. It's free while it's in beta and I'd really like feedback from people who teach maths.

What got me started was how often a pupil gets the fraction questions right on paper and still believes 1/4 is bigger than 1/3 "because 4 is bigger than 3". They've learnt the comparing procedure, so the worksheet looks fine, but ask them why and it falls apart. With a lot of homework now done with AI, the written work tells you even less than it used to.

The best check I know is getting each kid to explain it in their own words. Brilliant with one pupil, impossible with 30 in the last five minutes of a lesson.

So I built Get It? (https://dotheygetit.app). You type the topic and it writes a few questions, which you can edit or bin. Pupils join with a class code on any phone, no login, and explain the idea in their own words. If they waffle it asks a follow-up. You get green/amber/red for each pupil, what they actually said, the misconception and a suggested next step. For the fractions one it comes back with something like "reading the denominator as a size instead of the number of pieces", and suggests two identical bars, one cut into thirds and one into quarters.

It's aimed at UK secondary (KS3/KS4/GCSE) because that's where I started, but fractions aren't exactly a UK-only problem.

Two questions for anyone who teaches this:

1. Which fraction misconceptions survive a correct worksheet? I'd like to test it against the nasty ones, not just the textbook ones.

2. How do you check for this at the moment? Mini whiteboards, hinge questions, something else?

Happy to be told it's pointless if that's what you think.

...

So basically a lot of my friends just put their homework into ChatGPT, copy it, and then fail the test lol. it kinda annoyed me, so I built my own thing that refuses to give the answer.

You show it the problem and your work, and it finds where you messed up and asks you a question about that step. if you're still stuck, it gives a hint but never the actual answer. People try "my teacher said it's ok" on it all the time, and it still doesn't work.

This is a real one from it. The kid had 3x + 7 = 22 and then wrote 3x = 29. They said, "Just tell me the answer my teacher said it's fine," and it said no, they're one step away. They subtracted on one side and added on the other, what's 22 - 7

I'm mainly posting bc i want to know what actual math teachers think. Would you tell your students about it or is any ai kind of a no? and what would make you not trust it?

it's free if anyone wants to try it, theoremed.com/app. no account or anything. Honestly, criticism helps more than people saying it's cool

I’ve been thinking about the step between a student following an example and solving a genuinely different problem.

A few people mentioned keeping the same structure at first, changing one thing at a time, and using a visual or concrete model when the student gets stuck.

What does a good “bridge problem” look like in your experience?

For example, when teaching fractions or word problems, what is the first small change you would make before moving to a new problem type?

What signs tell you the student is ready to move on?

Anyone listen to Tuesday's episode of The Daily? I thought it was a thought provoking discussion that speaks to those of us in this field. I found it enjoyable albeit melancholy.

Hi I’ll make this as quick as I can. I am a kinesiology student about to graduate with my bachelors. I was originally a mechanical engineer but I decided to switch after just not being interested in that line of work. I am passionate about working out but none of the careers in this field really interest me enough to be worth the additional schooling/money to make them worth it. I was always good at math which is why went for engineering after not really knowing what I wanted to do after highschool. I’ve come full circle and have found myself wanting to do math teaching, I went up to calc 1 always had As, and passed the AP statistics test with a 5 and chem with a 3, but that was like 6 years ago at this time. The benefits and programs available to become a teacher seem like a net positive to me and I’ve always loved school and math especially. I talked to one of my old teacher and what he knew of me he said he thinks I can do it. I definitely underestimated the csets though. In my head I thought 1 was gonna be easy enough to just review with old concepts, but there’s number theory and concepts I’m almost completely unaware of. This doesn’t discourage me though, at this point I feel like this is what I want to do and I want to atleast try. But the reality is I was not a math major so I’m lacking 4 years of practice/ foundational concepts. My question to you guys is if anyone has successfully made drastic pivots. And if the online practice courses provided are really enough to get the pass. Not only the pass, but have enough knowledge to go forward as a teacher in general. I want the reality. Thanks for the read

A hammer can hammer nails, but not without the carpenter.

Tuition is the tool, but its effectiveness must depend on the student themselves.

If the student doesn’t have the discipline motivation to want to do well on their own, no amount of money or time spent is of any use.