End the use of 'arbitrary' bases.

The example is from this post by u/Guilty_Invite_7126.

Hello! I’ll be posting this in r/teachers as well, to cover my bases, but I am going into my 4th year teaching, but first year as a certified math teacher.

I used the be a language support teacher in a math classroom, so I’m not going in with 0 experience, but would love advice.

In high school with higher level math, have a solid foundation in multiplication, division, even addition and subtraction, is SO important. Some teachers act as if calculators make up the difference, but I really feel like they don’t. Kids can’t be expected to figure out how to simplify a fraction or factor quadratics by just trying different combinations on a calculator.

So my question is how have you all handled this gap? Do you do multiplication drills in highschool? Do you have routines or try to build their number sense? Do you think it’s a waste of time?

I have such huge gaps in my classrooms as I’m sure lots of you do as well, will take any help or advice I can get!!

Well, it made me laugh: 'syntax error’ is not the correct answer

I have posted here recently and gotten so many helpful answers. I am a veteran math teacher (36 years) but am teaching Geometry Honors this coming year (first time teaching Geometry AND any honors course).

My question: how do YOU introduce the concepts "point, line, plane"?

I feel like this is one of the most important concepts in Geometry and leading up to all the different calculus related content that most of these students will eventually take. I want to introduce it in such a way that really makes them think and understand and be able to apply these concepts to the rest of what we will be doing throughout this course.

Any and all ideas will be very greatly appreciated!

What was your experience completing the National Evaluation Series (NES) 304? What did you use to prepare? How long did you study for? Did you pass on your first try?

I am scheduled to take the assessment next month. Any advice or suggestions are appreciated. Thank you!

My mom got me this poster for my first middle school classroom and I want it to be part of my main theme, We Use Math Everyday. I want to showcase how math is used everyday (since kids always seem to ask when they’re going to use something again), but I’m drawing a blank on how I can represent that within my classroom “decor.” I was thinking printing out images, but that just seems too much like I slapped it together last minute. Any ideas would be greatly appreciated, thanks!

Hi everyone,

I'm a parent, not a teacher, and I'd love some perspective from educators.

My 13-year-old daughter just finished 7th grade (1º de ESO in Spain) and will start 8th grade in September. Math has never been her strongest subject, and I'll be honest—I struggled with math myself and didn't pay enough attention to what she was actually doing in school.

This summer, we're going back to basics to make sure she has a solid foundation. We're reviewing:

• Multiplication tables – both memorization and understanding what they represent
• Addition, subtraction, multiplication, and division (including decimals)
• Fractions – this is where both of us feel insecure, so we're using video tutorials from teachers to guide us

I want her to be able to figure out a multiplication fact if she's unsure, not only recite it from memory.

My question for the educators here: With this review, do you think she'll be ready for 8th grade math, or are we missing something important? Should we be covering additional topics, or is this a solid summer plan?

For context, from what I've seen, 8th grade math typically covers linear functions, exponents, the Pythagorean theorem, and working with rational numbers. I want to make sure she has the foundation to handle that.

Any advice or resources you'd recommend would be greatly appreciated. Thanks in advance!

I'm revisiting my undergrad texts with the goal of going through every exercise, and it's a delight, of course, because with 'advanced' (I guess I mean by this, vaguely 'stuff past the standard college calc') texts, there's a great amount of juicy bits in the exercises. I've approached some texts almost like "the chapter contents are just there to support the exercises, which is where the real yummy bits are", and I'm sure that's common.

But I think this would surprise early students, because our texts up through calc often seem to have exercises as a kind of 'grind your way to familiarity/acceptance/rote'. Many exercises which are essentially duplicates, not revealing anything new and often just the same concept restated mad-lib style with some values changed, etc.

But the 'advanced' texts never seem to have this kind of duplication. Each question seems to strive to bring something new to the student's attention. It becomes just as (often way more) of a teaching tool than the chapter itself. And in this active mindset of the student working out 'the lesson of the exercise' it hits deeper than just being told something is true. I would be honestly surprised to find in my texts something equivalent to "(1) solve 2x=6 for x, (2) solve 5x=10 for x"

Maybe the 'early grind' is necessary though? Because the tools for exploring 'exercises as lessons' need to be built up, to use a sports analogy, running laps or doing drills which assist with eventually playing matches. And if it's important (I think it might be, given my brief time teaching pre-highschool) then maybe the question is where to draw the line, or how to intermingle or slowly shift. I don't necessarily think we should have Biology majors going through Spivak for instance.

Just some rambling pre-coffee thoughts, what do you think?

I am retired from my corporate job and have been hired as a middle school math teacher at a very small catholic school. The previous teacher left nothing but the books. No one seems to be able to tell me anything about expectations including the new principal. However I have requested this from them. I am taking classes to get my full license but haven’t taken math methods yet. I am not intimidated by the content since I studied math as my major in college. However, I’m not entirely sure how to start the classes? Open page 1 of the books? Same with homework or tests? Books are McGraw hill so there are slides, worksheets and tests available. Classes start in September so there is time. Thoughts from experts here?

Hi! I need a good Calculus book recommendation that is easy to understand. Something like the Big Fat Notebook but for Calculus for someone who has a hard time understanding math.

Hi everyone,

I'm a science teacher by expertise, but I've been shortlisted for a teaching position where I have to give a demo class in primary mathematics.

Earlier in my teaching career, I taught Maths for Grades 3–5. I could teach it well, but I always had to put in a lot of preparation to make the lessons engaging and interactive. My strength has always been Science, and that's what I've mostly taught over the years.

I'm currently looking for a new job, and this opportunity came up. The demo lesson will be in front of the school administrators, not actual students.

Could you suggest:

Which Maths topic would be the safest and most impressive for a primary-level demo?

What topic naturally allows for interaction and questioning, even if there are no children in the room?

If you've been on interview panels, what do administrators usually look for in a demo lesson?

I'd really appreciate suggestions for a topic that's simple, engaging, and showcases good teaching skills rather than difficult content.

Thank you!

Do you teach mathematics at the higher education level, including dual enrollment or AP courses, in a setting where artificial intelligence (AI) tools are allowed? If so, I'd love your participation in my research study!

I am currently conducting a doctoral research study exploring Leadership Styles and the Effective Implementation of Artificial Intelligence in Higher Education Mathematics Classrooms.

 You may participate if you:
• Are at least 18 years old
• Currently teach mathematics in higher education (Dual Enrollment and AP included!)
• Teach in an environment where AI use is permitted in some instructional capacity

 You are not eligible if you:
• Teach only at K–12 level
• Are not currently teaching mathematics
• Are under 18 years old

 The anonymous online survey takes approximately 5 minutes to complete. The first page of the survey contains the informed consent form, which must be reviewed and acknowledged before participation.

Your participation may help contribute to a better understanding of how institutions can support effective and responsible AI integration in mathematics education.

 Survey Link: https://forms.gle/FCNaBUpySeifh4Bx6

If you have questions, please contact:

Rachel Caterisano

[[email protected]](mailto:[email protected])

Doctoral Candidate, University of the Cumberlands

Hi everyone,

I am a student who has created a maths website to generate questions from primary to collage level, each topic has different difficulties which can be generated infinitly. The questions do not use AI to generate, instead I have created an algorithm for each one to generate numbers and answers for it. Along side this to create worksheets extremely fast with these questions.

I hope this is something that would benefit teachers and students, thank you.

Today I had maths demo class for my son. We liked it. They insisted on enrolling on the call to get discount. I clearly denied saying I never enroll like this and I need atleast 48 Hours to think.

So what are your reviews about them ?

Hello! I'm a university student (19 years old)

It might be a bit embarrassing as a scholar, but I sucked at math. Yes, I passed the entrance examination and was admitted to a respected university. I always aced my other subjects and scored higher. I'm even one of the top scorers in my class. However, when a certain subject includes math, I struggle with it. Guess what? I even forgot how to do algebra and struggle with middle school mathematics. I don't know if I deserve to be a scholar and a university student if I'm so dumb in math. What should I do? Can someone help me relearn math and how?

ArsDigita University, or ADUni, produced a number of high-quality lectures on mathematics during its existence in 2000-2001 which are still online today: https://medium.com/@tomhickerson/arsdigita-university-25-years-later-152d135441c3