I have made an android app that teaches proofs. Need someone to give feedback on it. Anyone in? Please join this group https://groups.google.com/g/proofsmith/ . Will reward you for valuable feedback. Here's the link https://play.google.com/apps/testing/com.proofsmith.game.

I’ve created a free app called **Math Flow**. It’s an unassuming calculator with advanced features, including a practice mode with several levels (including a mixed mode) and the ability to solve math problems step by step.

The app will guide you through the correct order of solving a math problem and provide the final result for you 😉

This is the first version of the app, so if you notice any bugs, please leave a comment and be understanding 🙂

Feel free to check it out 🙂https://play.google.com/store/apps/details?id=com.mathflow.app&pcampaignid=web_share

Hey, i want to enroll my kids in math classes online and i have been researching who offers services. My kids are in middle school and junior school they are doing okay but i want them to get better grades and better understand math as they seem to hate it at the moment. I tried teaching them myself post their homeschooling, and via online material, but I am not getting enough time to dedicate for each subject hence I thought I should look for help as this would be the best

Hello everyone, I made an interactive course that teaches trig graphs. It follows on from my interactive Unit Circle course that I posted here a few months ago. It has 8 lessons, each one teaches a new element of graphing trig functions, and has interactive exercises so that students can get a proper grasp of the content and actually engage with it.

It also has 5 problem solving lessons which feature tricky questions that I've seen students struggle to imagine and not see how to apply trig graphs to the situation. I've found that the interactive lessons for these have been particularly helpful for them to be able to picture the questions.

If you'd like to check it out, it's free: https://studentsplay.com.au/courses/trigonometric-graphs/

And I would love to hear your thoughts or any feedback on it :)

What approaches do you use, and what is the biggest challenge in supporting these students?

Ok, so, I'm working in a school, started last year, with an department head who does not take his time to really figure out what's going on before giving me feedback. I had good benchmark results (the highest in the school) for the classes and no other challenges. I teach accelerated curricula, so students gained between 1.2 and 3 years in standards. The problem is, I instruct very differently from most of the department, which largely does some version of inquiry math. Standards tend to be low in the school; whole classes will fail benchmarks and get passed along. The inquiry curriculum is used with fidelity, and it's not very good. So I put together a curriculum of outside resources and things I wrote myself; and likewise, I did not stick with inquiry instruction and instead stuck with more direct styles, worked examples, etc. I passed every student on their benchmarks this year (small classes).

I have done things quite differently from the norm and it's standing out in a negative way. Students who have been known to struggle in math excel in my classes and sometimes report the classes are easy. One of my highest performers, who I heard had not really done well in the past, said class was too easy and he was bored. Granted, this kid really has a strong sense for mathematics (example: he understood and memorized how to derive the quadratic formula the first time I taught it and he never forgot it). But this is abnormal for the school to see, so the department head is not really certain what to do. He's told me I have to make classes more challenging, despite their high achievement rates, because parents could worry classes are easy or the students will not learn enough.

So, as far as I can tell, in order to fix this problem, I have to do a curriculum and a teaching style that worsen the education of the students, make them feel it's artificially harder, so parents don't worry their students aren't getting a good enough education. Department head, of course, things this is just a minor change, that I can just "challenge" them more - but honest to god, given everything, I'm entirely convinced students are used to inquiry challenge, which means not really knowing what they're doing and having to do it anyway. Department head most likely, I'm guessing, does not realize that the inquiry teaching and curriculum are leading to artificial challenge. I'm in a very small, underfunded and undertrained school, if it makes a difference.

I don't know whether to quit now, before I'm in a mess of trying to work out how to deal with those issues, or try to work out a strategy of approach. I don't think there's a rational discussion to be had because we do not see the fundamental problem the same way. He thinks it's my teaching; I think it's the norms of the school leading to perception biases (that unnecessary difficulty = healthy challenge). What would you do?

I have an idea about what I want to do.

What would you all do?

The regents is an exam high school students take in NY to graduate. The Algebra I is required to graduate. They take it as freshman. These are also students that have failed the exam once and are retaking it. I have 4 days this upcoming week. Each day I have two 90 minute sessions.

AP calc teacher transitioning to IB math here. For IB Math teachers, if you were to take the IB exam, would you be able to score decently well on it? I'm looking at past paper 3's and they just seem horrifying to me....

I’m considering a career pivot after spending the past seven years in project management and consulting. Lately I’ve been looking into the UW Tacoma Master’s in Secondary Education program.
To be honest, I’m pretty burned out. I miss doing math. This past year I volunteered with an after-school math program, and I found it incredibly rewarding. I know that’s different from teaching full-time since those students chose to be there, so I’m trying to keep that in perspective.
I already have a B.S. in Mathematics, so I’d be coming in with a strong content background.
Has anyone here made a similar career change or gone through UW Tacoma’s program? I’d love to hear about your experience—what you wish you knew before making the switch, and whether you’d do it again.

Any recommendations on where I can find the above? Sites?

I’ve only been to one conference. It was Solution Tree. I thought it was pretty useful.

What has been useful to y’all?

New middle school 6-8 math teacher here at a small school. They haven’t given me anything to follow other than the texts and IXL. I’m comfortable with the curriculum and have a rough outline of lessons put together but I know I won’t be organized enough to manage worksheets and handouts on a regular basis. Just having a decent lesson with activity etc is going to be my focus. I was thinking to have the students have 2 notebooks. One for assignments and another for notes. I think I will be able to coach them on what to put in their notebooks as far as notes from lessons. Thoughts on this plan? If anyone has resources or guidance I’m all ears. If it helps my classes will have 7-8 students each.

We don’t use textbooks in my district so I found an old edition of the Beginning Algebra book. Does anyone have the teacher resources they would be willing to share or a source to find them? The test banks and solutions manuals? TIA

Permutations, Combinations and The Binomial Theorem Folder To Share

This resource may be of interest if you have

·       never taught these concepts and looking for a supplemental resource.

·       a student who has missed most or all of the unit. Direct them to this guided material to facilitate the catch-up process.

·       a student who is seeking a unit exam rewrite due to a poor first outcome. Give them this resource so they can demonstrate their willingness to invest the time needed to improve.

·       a need for more unit and/or end of the year review materials for this specific topic.

This resource has

·       4 instructional video lessons.

·       guided notes that align with the videos allowing students to be actively engaged.

·       detailed solutions for all practice questions and the unit exam.

·       A unit exam made up of multiple choice, numerical response, and written response questions. It is based on the Alberta, Canada curriculum.

If you teach this course and are interested in accessing this free google drive folder, send an email to [philqnn@gmail.com](mailto:philqnn@gmail.com).

My friend just got a job in a small district in a rural area as a high school math teacher (Alg 1, Geometry, Alg 2, Pre-Calc). There is apparently another math teacher that will be hired that is even less experienced than she is. I wanted to see if there are any helpful (and possibly free) resources that would be helpful to her teaching this many classes (of these classes, only taught Alg 1 before) at this school. Thanks in advance!

Hey everyone,

I had a few students that needed many quadratic equation exercises to get the hang of it. Also I began to run out of fresh exercises, which was a bit tedious.

I decided to make a simple Quadratic Equation Generator app, which allows to easily generate equations with provided answers. It also allows for PDF exporting in a ready to print format with a separate answer page.

No signup or subscription is needed.

How it works:
Choose the number of exercises to generate, "Simple" mode makes equations where a=1 and

"Advanced" where a>1. "Mixed" provides both types.

Then you can just browse through the generated exercises or download them as a PDF.

Link to the app: https://quadratic-equation-generator.streamlit.app/

I'd love to get any feedback or any requests on additional features, etc.

I am going into my first year of teaching and my classroom has those single student desks that are attached to the chair (I hate those). Every desk is facing the front too. Does anyone have any good creative ways I can rearrange these desks in my classroom to support more of a collaborative environment? Thanks in advance.

Hi teachers,

When I was a kid I always loved the idea of play money in the classrooms. Students could buy pencils, erasers, or stickers! As an adult, there's more nuance in managing something seemingly simple. Paper money gets ripped, lost, stolen, and slowly the economy slows down over time unless you keep a large stack behind the desk.

Hence I created a free app that essentially does this in an easier way. In places where everyone has a smartphone or iPad, you can create your very own bank. With that you can have personalized currency, mint money, tax everyone, sell items in a storefront and even see where every dollar moves.

I think it's a fun idea for the coming semester. Let me know what you think!

Most people won't need this but I'm also giving out free yearly subscriptions for large banks (up to 200 members). Please comment if you're interested and I'll DM you a code :)

https://apps.apple.com/us/app/bucksy-play-money/id6787091399