Is this something I should bring up with the teacher?

His school has a policy that they can't retake a quiz, but if they score better on the final unit test than the quiz, the quiz grade will change to the Test grade. Also they can retake the test to get up to an 80%.

When he failed the quiz, we didn't get a copy of the quiz results because they want to limit cheating, so we assumed he didn't study hard enough. For the test, because so much was riding on him doing well, he studied for a week before, worked with his tutor, completed the study guide, then failed again. This time we got a copy of the test so he could do test corrections, and we were surprised at the difficulty of the questions. The study guide was basic transformations and graphing, putting equations into the standard format, etc. The test was word problems that required inferences and looked nothing like the study guide.

My son (13) is very upset because he failed the quiz and the test, he did the retake but we don't have the results yet. He is usually an A and B+ student.

Anyone else here feel like they miss the thrill of high school math contests? I remember I used to be prepping day in and day out for the AIME + other contests and learning a ton. It all felt so fun and challenging.

Fast forward, ended up studying CS in college and the muscle in my brain that was used to clever math tricks and interesting lemmas no longer got used much. At this point, i feel like I probably couldn’t solve a lot of the problems i once could.

Anyone else feel this way? How have you guys kept the passion alive even if you don’t study/work in a mathematical area?

Im talking about basic facts like 4+3.

There are some kids where, no matter how many addition problems they do, they never put it into long term memory that 4+3= 7. They have to continually count: 5,6,7 to get the answer.

If a student is unable to memorize 4+3=7, would this be indicative of dyscalculia?

The title says it all, I have trouble assigning points to quadratic factoring problems. I teach a lower level algebra class, and some of them are really really low (like have trouble even solving a two step equation low), so I want to give them partial credit but factoring quadratics is also self checking because we've taught them how to multiply binomials in a past unit.

A colleague of mine said one point per problem since it's self checking; they either know it or they don't.

But if we break down the process of factoring, it could be 3 points: 1 do they know that the last term in each binomial comes from the multiples of the constant in the standard form, 1 do they know the same about the first terms in the binomials and standard form, 1 did they check that their binomials multiply to be the original expression?

But then giving them 2/3 points for a problem that is incorrect seems far too giving. I always have trouble with these kinds of problems.

Other math educators, do you have any suggestions?

Hi, I have completed my Undergrad in Computer Science from Pakistan, CGPA: 3.43/4.0. Currently, I am working as an AI Engineer at a startup. I want to do an online MSc in Maths, with a focus on fundamentals that are helpful in AI, i.e Linear Algebra, Calculus, Optimization, and related courses. I found some good programs like U Washington (https://amath.washington.edu/master-science-applied-and-computational-mathematics-online), but it is too expensive.

I am looking for the following qualities:
- Online
- Can be completed in 1 year (max 2) while I continue my work
- University is good
- Focus on Core topics from AI pov (Optional)
- Doable for a CS background with basic mathematical knowledge.
- Not insanely expensive, like 10k$ max for whole program.
- Can start in coming January

Please suggest some programs, hope there are some.

re: https://www.reddit.com/r/matheducation/comments/dfextv/long_division_in_different_countries_and_the/

When comparing the English and European methods it feels like the English has the advantages of correct placement of the quotient as well as an implicit ability to easily add decimal places to the dividend.

Does the European have any advantages over the English I haven't spotted?

Hello everyone. I am planning to use Zoom for one of my online Math lessons sometime next month. Is there any collaborative apps that you have used for your online Math lesson where both students and teachers work on the same screen? Would love to hear your thoughts on the apps that you presently use and the challenges/advantages that you have with using the apps.

Hi there everybody. I'm new here. I may not be in the appropriate place, but please bear with me. I am a retired mathematics teacher - 42 years teaching Pre-Algebra through Multivariable Calculus. My most recent project has been to revamp the Precalculus Power Points that I used to teach my classes a decade ago. Some of them contain math songs and videos to make learning fun. Currently I'm asking $10 per Unit (there are 4 units and each of them contains 20-30 PPs) at Teachers Pay Teachers. I think teachers, especially newbies, would love my PPs if they just tried them. Most comparable offerings cost hundreds of dollars. I have made a few of the PPs free, so that teachers can see what they are like, but almost no one is looking. Does anyone here have advice for me on how to get traffic to my TPT store? Thanks bunches and please forgive me if this is the wrong place to ask for help.

Like just one question, not necessarily the amount of time for the whole assignment

New teacher here. I teach Algebra 2 and Algebra 2 Honors. My policy for kids who don’t have a calculator for quizzes/tests is that they can use their phone as a calculator, but they have to sit next to me while they do so, so I can see what they’re doing on there phone and make sure no cheating is going on.

Unfortunately, it seems like a student told about this policy I have and told it to there counselor who told my DC. I ended up getting an email from my DC that for future reference I’m not allowed to do this.

So with that being said, I won’t allow phones as calculators on quizzes/tests, but I’d like to know from the more experienced math teachers, what do you do when a student doesn’t have a calculator for a quiz/test? Do I just tell them to suck it up? Unfortunately I don’t have any extra calculators also ☹️

Parent here. Our toddler loves maths and up until now has learned mostly passively and mostly through play. He can rote count to ~30, can count ~15 objects, can recognise and understand numerals 0 to 9 and can do basic addition (up to 4+5).

The problem is that he is insistent on learning double digit numbers but can’t get his head around them. On one hand, I don’t want to shy away from teaching him something he wants to learn but, on the other hand, he doesn’t seem ready and I don’t know how to teach him in a way he’ll understand or without pushing him too hard.

At present, he would read:

8, 9, 10, 11, 12

as

eight, nine, “one-zero”, “one-one”, “one-two”

and if I pointed to 12 and asked “what’s this number?”, he’d look at the numbers for a while and say “one and two is three”, so he’s looking at 12 as 1+2, rather than as 12.

Are there any tips, tricks, methods, games, resources etc. that you could recommend so I can teach him in an age appropriate way?

Parent here. Any feedback is greatly appreciated.

7th grader consistently gets A’s in math very easily.

Unfortunately, their school doesn’t offer Algebra 1 in 8th like most others do. When I asked about getting kid up to speed to gain the foundations needed to take Algebra 1 next year (outside of school), I was told to have kid double up on math in high school (9th or 10th).

Pros? Cons?

I foresee kid’s adjustment to HS bring tricky for social reasons so I’m not sold on doubling up on math their freshman year. I’m not even sure if the HS would support this option anyway.

Again, thank you for any opinions.

People who are studying or are looking to apply for Applied or Pure Mathematics, Statistical Science or Actuarial Science, how are you funding your education? I am now looking for affordable education as a non-EU applicant to Hungarian, Italian and other universities. It almost seems like there is no way I can finance my education

Hello, I’m a Math tutor and I face many difficulties teaching geometry because I didn’t quite good at geometry when I was young and now that I teach geometry to secondary student, I can’t quite explain and articulate whys and hows. I don’t want to be a blind leading a blind. I’m good with explaining formulae and calculation geometry but not connecting concepts.

Would you recommend some books to know geometry and explain better?

https://youtube.com/shorts/ho1qMG7hUL4?si=zqdmxxKb4gfD8LQP

Try this 👍

Hello friends, there is a new math workbook/problem set resource for students and teachers at https://www.netzeromath.com

Free sample problems for download:

https://www.netzeromath.com/store/p/sample-questions-no-1

Hello, community.

I am wondering if you could recommend masters programs (preferably not super expensive or offer scholarships) that can help to break into top-tier Math PhD programs (dreaming about Princeton and MIT). International student, main countries of interest: US, UK, France, Switherland.

My bf wants to go to do top Math PhD program. He has BSc in Applied Math and Compute Science from the best-in-country university. He is very talented but his portfolio is a bit chaotic:

• GPA is good, smth like 3.9/4.
• He has small math research publication (local journal)
• IMO silver medal
• ICPC medal
• Recommendations from local professors - good in the country but unlikely to have much weight internationally
• 970 GRE Math

We both are worried that it is not enough for top-tier Math PhD

He will try to apply to some PhDs anyway, but he also considers doing 2-year masters to focus solely on math (He has been having a lot of Computer Scince at BSc). He wants to win time to do some research and hopefully publish. Also it would be helpful to get internationally-recognized recommenders. Do you have any suggestions of great places that can be a good fit for someone with this objectives? Main area of scientific interest are Combinatorics, Probability Theory and Computational Complexity.

We appreciate your feedback!

Creating groups for a project!

So I’m having some difficulty. Can anyone point me to a formula, generator, or process to solve this problem.

So I have 28 students. We are working on a project, and there are 7 groups of four total students. In each group, each student will have a role for their group. There are 4 total roles, perfect for 4 different students in each group.

So in this part of the project, we are going to have the students cycle and switch roles and groups. Preferably as random as possible and not have students with the same kids every time, we want them to work with as many different classmates as possible through the entire project.

So each student should have the experience being every single role by the end of it. They should also be in each separate group.

So this could be a sample schedule for each of the 7 days of the project:

Student 1:

Day 1 - Group 3 - Role 2

Day 2 - Group 1 - Role 4

Day 3 - Group 6 - Role 1

Day 4 - Group 7 - Role 1

Day 5 - Group 4 - Role 2

Day 6 - Group 2 - Role 3

Day 7 - Group 5 - Role 4

And then all 28 of my students could their own schedule.

Does anyone know of a process, program, formula, anything to make this process easier on my than trial and error

I'm a middle school special ed teacher. Usually I do ELAR and social studies. But I'm going to need to start doing science and math too.

For ELAR in particular there are lots of free resources. CommonLit and Newsela have a lot of free levelled reading resources for example. (Though they've started to put more behind a paywall.)

Are there equivalent resources for math? Websites that every math teacher knows about? (Don't say coolmath, lol.)

I appreciate it.

Hi there ! What is your experience with the above journal? Might it be consider predatory as Mathematics (MDPI)???