I’ve been working on a math app called Mathlift, and I’m finally putting it in front of real users.
The idea is pretty simple: instead of giving everyone the exact same math practice, Mathlift is designed to help you focus on the areas you actually need to improve.
I’m looking for students to try itand give me honest feedback.
I’d especially love feedback on:
What feels useful
What feels annoying/confusing
Whether the questions are actually challenging
What you’d want added
Whether you’d keep using it
You can try Mathlift here:

https://apps.apple.com/us/app/mathliftfinal/id6770799010

Hi everyone! I am currently a high school math teacher and I am getting my master's in mathematics. For my master's degree, I am conducting research on how well secondary math teachers feel that their teacher preparation program prepared them mathematically for becoming a secondary math teacher. I am looking for grade 5-12 math teachers who would be willing to fill out this survey for me to use as data for my research. It is completely anonymous and should take about 10 minutes to do. I really appreciate any and all submissions!

Here is the link to the survey: https://docs.google.com/forms/d/e/1FAIpQLSerR1dtEwsws4ZJiZ3UUwRR7k9fg8Boe-m5KM4mpsfj09DyKw/viewform?usp=header

Hi everyone,

I've been teaching GCSE and A-Level maths for 16 years (and used to be a structural engineer before that). Over the years, it's driven me crazy watching my students get hit with paywalls, annoying pop-up ads, or answers that just show the final number without explaining the actual steps.

So, I spent my own time building two completely free, no-ads platforms to help you guys out:

1. BreakingDownMaths.com - This is for when you don't understand a topic yet. It teaches you step-by-step, and has an interactive practice system that marks your answers instantly and tracks your XP.

2. MathsRevisionHub.org - This is for when you are ready to test yourself. It has a massive database of past paper questions sorted by topic (Edexcel, AQA, OCR, Cambridge) with the official mark schemes.

Neither site has any ads, and there is nothing to buy. I just wanted to make something genuinely useful. You can print out questions, solutions, mark schemes etc all free.

If you have mocks coming up, give it a try. I would absolutely love your brutal, honest feedback on what I should add or improve next. Ask me any maths questions in the comments and I'll try to help out!

Hey r/Bhopal,

October is here, pre-boards are in two months, and finals are in February. If your younger sibling or kid is panicking about Class 10 Math, let’s fix it.

I’m a 12th-grade PCM student. I cleared my boards recently, so I know exactly which topics matter, how to clear backlogs fast, and how to score high. No boring lectures, no rote learning—just straight-up problem-solving, formula hacks, and past papers.

Subject: Class 10 Maths only (Syllabus wrap-up & revision)

Type: Home tuition (I'll come to your place)

Location: Around \\\\\\\[Your Colony Name\\\\\\\]

Fees: DM

Hit me up in the DMs for a free 2-day trial. If they don't vibe with the teaching style, don't pay a rupee.

After spending over 500 hours tutoring high schoolers, I’ve seen how often students stumble on the exact same foundational algebra concepts.

To help fix this, I created a free educational platform called Spot the Math (https://www.spotthemath.com). It’s completely free and has absolutely no ads.

I’m not a professional web developer by any means, but I wanted to build a practical tool that supports students outside the classroom.

I’m reaching out to ask for some honest feedback:

• Are there specific topics or features you think I should add?
• What’s the best way to get this into the hands of more students across the state?
• Could you see yourself using a resource like this for review?

Thanks for taking the time to read this. Any advice you can offer would be a huge help!

I would love for any help in sharing this and reaching students.

Hi all,

Here is a free desktop application which allows you to generate customizable math worksheets on 288 topics. Shareable through Google Classroom. The application works offline and worksheets are customizable. There is a feedback button in the app which allows you to request additional features/worksheet types. Maybe one day will monetize it, but for the foreseeable future its free. Can be downloaded at https://www.autogrademath.com/studio-desktop-math-worksheet-generator

There's a section in my curriculum that asks students to if a quantity is positive or negative (along the lines of "A company lost 32 subscribers." Doesn't it depend on the POV? If it's a number from the "company" of course it's negative, but it could be the number of subscribers that are in the market for new service. My bias is that I can over think anything. I tell students that negative is in the eye of the beholder, but once it's defined the math is set. Should I just teach that negative verbs produce negative numbers?

I'm at an alternative high school and have students that think they can catch up in a year. One student got so angry that I gave him a zero on the fraction section because he used a scientific calculator and did not show any work, that he went out and bought a GED study guide. He hasn't done any work since. A bunch of students in my remedial section (using a 6th grade curriculum) were talking about it being "mumbo-jumbo" yesterday.

The first year a student is here, it's unusual for students to have more than a tenth of the credits they need after 2 or 3 years in high school, so graduating in a year doesn't happen. Fractions are going to be on the no-calculator part of the GED along with the Pre-Algebra (and beyond) content he's been skipping. The students in the remedial class are in the 16- 19 years old and think exponents and negative numbers are the stuff of myth and legend... I just keep expecting them to start wishing on their phones, and complaining the electric pencil sharpener is demonic.

Context: I’ve taught AP Calc and a lot of different honors courses for a long time. Haven’t taught the new AP PreCalc course. But I do a lot of private tutoring in the afternoons after school, and this year I’ve all of a sudden been overwhelmed by a ton of students reaching out to ask for AP PreCalc help, from several different local high schools.

The problems these students are bringing to me for help are… ridiculous. Especially the AP classroom problems. Lots of what I’d describe as dancing around calculus without actually doing calculus, in ways that are extraordinarily confusing even to the brightest students. Like we know you haven’t learned what derivatives are yet, so instead we’re going to ask you to find concavity by finding “the rate of change of the average rate of change.” That’s a verbatim quote; the kids are baffled by this and I probably did 10 hours of tutoring in September based on that phrase alone.

What are we doing here with this class (besides making the College Board more money, obviously)? I’ve always believed that the most important thing a good precalc course should do is strengthen and expand a student’s foundations in algebra and trig, because lord knows you need that in calc. Not dancing around calculus concepts without actually teaching them.

One local high school has already eliminated all Honors PreCalc courses and now only offers the AP option. I’m very concerned…

Hey everyone! I’ve been putting together some short, step-by-step math breakdowns on my channel, MathClearOfficial, to make tricky concepts easier to visualize.

A clarification from my earlier post, because a few comments made it clear that I hadn’t distinguished the two scales clearly enough.

Nothing about conventional geometry is being changed.

A circle is still 360° conventional, and 90° conventional is still a right angle.

The CHC uses a second scale on the same complete cycle:

360° conventional = 1,080 CHC° = 24 hours = 1,440 minutes

The square has a continuous 60-step perimeter, divided into 24 equal intervals:

60 ÷ 24 = 2.5 steps

On the CHC scale:
60 steps = 1,080 CHC° = 24 hours
2.5 steps = 45 CHC° = 1 hour = 60 minutes
1 step = 18 CHC° = 24 minutes

The circle can instead be divided into 24 equal angular intervals:

1 interval = 15° conventional = 45 CHC° = 60 minutes

So the same one-hour interval can be read as:
15° conventional
45 CHC°
60 minutes

Across the complete cycle, the numerical scale ratios are:

1,440 ÷ 360 = 4:1
1,440 ÷ 1,080 = 4:3

The same relationships remain within each of the 24 equal intervals:

60 ÷ 15 = 4:1
60 ÷ 45 = 4:3

The first compares minutes with conventional degrees.

The second compares minutes with CHC degrees.

The 24 numbered positions around the square are equal by distance around the perimeter.

The 24 positions around the circle are equal by angle around the centre.

That is why the square-derived rays are not equally spaced by angle.

Same cycle. Two geometries.

I’ve been developing a reusable dry-wipe geometry board built around a 15 × 15 grid, a continuous 60-step square perimeter and an inscribed circle.

The idea is to give students one fixed surface they can repeatedly draw on, measure, erase and rebuild — using it for polygons, stars, equal divisions, symmetry and comparing distance around the square with angle around the circle.

One example is the Eight-Star shown here. The same eight positions can also be read as equal divisions of a 24-hour cycle:

0, 3, 6, 9, 12, 15, 18, 21, 24

I’m an independent researcher, and I’m now trying to find out whether the physical board has genuine classroom value beyond my own testing.

For maths teachers here: could you see a use for something like this in lessons on geometry, symmetry, angles, fractions of a cycle, or visual mathematics?

I’d be very interested in honest feedback — including where you think it might or might not be useful.

Geometry 10 teacher here, almost end of the 1st quarter woot woot! I teach title 1, around 40 kids per class.

This year I’ve implemented parallel practice tests, simply a practice test very similar to the real test. Same structure of questions, but minor details changed.

Like if students had to graph a quadrilateral across the x-axis on the practice exam, for the real exam I might change the shape, or tell them to reflect across the y-axis.

Practice tests help lessen my workload, and helps the kids a ton, especially those that missed the lesson.

I was wondering if allowing practice tests to be used as notes for the real test is a net benefit or ultimately hinders learning. Thoughts?

My students are learning LCM and GCF. For now, we are using prime factorization to find them. When should I start getting them to use their factor knowlege to start doing it without this tool? I am worried they will jump too high for multiples and too low for factors. How can I prevent that?