I’ve been thinking about a common situation in maths learning:

A student follows an explanation and gets the example right, but struggles as soon as the numbers or wording change.

How do you usually tell whether they understood the idea, rather than just copied the steps?

What do you tend to try next?

• A similar problem with different numbers
• A visual model or hands-on activity
• Asking the student to explain it in their own words
• A short game or interactive exercise
• Something else

I’m especially interested in what works well in practice, and what usually doesn’t. Examples from teaching, tutoring, or helping a child at home would all be useful.

If they fall behind mandate them to come to tutoring.

I was wondering if anyone can recommend me a book that carries curriculum based practice questions. My daughter is a freshman and taking geometry hons. She struggled a bit in the beginning but is catching up. One thing she is looking for is more practice questions but we aren't finding any books that follow the curriculum being taught in school, we are in MA. Any recommendations? Thanks!

I've always had a hard time teaching students with these disabilities. Not just because of the fact that they have a learning disability, but because I don't know what the right approach should be. I would really like some sort of resources, like published research papers or maybe books on the subject if they exist, on how to best approach these kinds of students. For example, I would like to have some more information on what exactly students with these kinds of learning disabilities are fundamentally struggling with, if I should be trying to work around that struggle or through it, etc.

I have been studying complex numbers for the past couple of months (I'd say I'm fairly confident with them at this point).

The one thing that drives me crazy about this topic is how you can solve those long Euclidean geometry and trigonometry problems in what, like, minutes, and that too with such insane elegance.

So I just wanted to find more geometry and trig problems of this kind, but I couldn't find any good material anywhere. I just wanted some suggestions about what resources I should refer to.

BTW, I'm just 16, so don't expect me to know very high-level stuff, but you can expect me to have a solid foundation in algebra and geometry.

(English isn't my first language btw, so excuse any errors lol.)

On Oct. 9th, Jo Napolitano reported on a new study: A national sample of 55,000 students across dozens of states revealed that even when they were ready for 8th-grade algebra based on their 7th-grade test scores, more than a quarter didn’t enroll in the class.

In 2025, roughly 1 in 4 seventh graders in the NWEA study had spring scores that met or beat what researchers deemed to be an algebra-readiness benchmark. But nearly 25% were not taking the course in eighth grade.

Another report, this one focused solely on New York, showed 58% of seventh graders across the state who took the Math 7 assessment scored proficient in 2023-24. But only 37% of eighth graders in schools that serve both seventh and eighth grade were enrolled in Algebra I, a course linked to math success in high school, college and beyond.

Stated another way, of the 151,000 eighth graders included in the New York study, about 20,000 more could have been seated in the class.

“We are missing out on kids who could be very successful in STEM fields,” said Megan Kuhfeld, NWEA’s director of growth modeling and data analytics and one of the principal authors of the national report. “That door closes — and it closes further doors down the line.”

Kuhfeld said some of the students — they hailed from 29 states — counted themselves out of the course while others were steered away by parents or teachers.

Melodie Baker, research lead at EdTrust-New York, which commissioned the New York study, notes many students and families might not understand the long-term benefit of starting the pathway to high school calculus early.

“I don’t think the burden should fall on students or families to figure out how to ‘get in’ once a student has demonstrated readiness,” Baker said. “That’s why the New York Equity Coalition and EdTrust-New York have recommended an automatic enrollment, opt-out approach, paired with academic supports, so access is based more consistently on readiness rather than (on) who knows to ask or advocate.”

You can read more at The 74: https://www.the74million.org/article/more-than-25-of-students-who-qualify-for-8th-grade-algebra-dont-take-it/

Thinking about the last worksheet, quiz or answer key you made with math in it:

What did you make it in (Google Docs, Word, MathType, LaTeX, by hand and scanned)?

How long did it take, and which part was the slowest?

Have you found anything that actually makes it faster?

I’m a student working on a tool in this area and trying to learn how teachers really do it. Not selling anything here.

Anyone know how to build "number sense" rather than just teach procedures? My learner can follow a worked example but the logic doesn't transfer, sometimes he'll answer something like half of 500 as 1000, bigger instead of smaller. Looking for methods or resources that build real number intuition

Voici une question qu’on peut poser en cinquième sans prévenir : y a-t-il un nombre entre 2/3 et 3/4? La classe cherche, et finit par trouver. Alors on recommence avec le nouveau et l’ancien. Puis encore. Whitehead donne la recette en une ligne — additionner les deux fractions et prendre la moitié du résultat — et il en tire une propriété qui porte un nom. https://blog.site2wouf.fr/2026/10/whitehead-au-tableau-le-trou-dans-les-fractions.html

Videos just don’t work for my brain. I have ADHD and end up zoning out halfway through, spending more time rewinding than actually learning anything. I need something in a completely different format, not just another kind of video. Any recommendations?

This is a post on r/highschool about a math teacher taking marks off for using wrong notation. Opinions on the comments are mixed. I personally do take a a few marks off for mistakes like these, but I've had colleages told me that it is not a good idea and result in kids hating or resenting math.

Introduction

I'm an electrical engineering student and I recently started building a tool to help people learn math more easily, after realizing how powerful visualization can be in understanding mathematics. In many of my classes, concepts are very abstract and lack visual explanation. AIs like ChatGPT are good at explaining things, but they rely too much on text and not enough on clear visuals. There are some great videos online (like 3Blue1Brown), but they cover general concepts — not specific to each user.

The project

What I'm building is a tool that responds to your prompt by showing a series of animations forming a lesson custom-made for you. It walks you through the theory to explain the concept, then examples to show how it works, and when relevant, exercises to practice on your own. To start, I'm targeting high school level math, but further down the line I plan to implement more advanced concepts as well.

What I need from you

Tell me what you think — whether the concept seems useful, whether the lesson structure makes sense, whether the animations feel smooth, etc. I have a demo video attached.

Thanks!

You have probably heard kids say "6-7", all while alternately raising the palm of one hand and dropping the other. Last year, I was the pastoral teacher for a Grade 8 class that met in room 67. Can you imagine how many times I heard it?!

I don't know interesting facts about "6-7", but the number 67 itself is fantastic. It is a prime number that can be expressed as the sum of 5 consecutive prime numbers!

67 = 7 + 11 + 13 + 17 + 19

Those five primes, taken in pairs, have interesting relationships too:

• (11, 13) and (17, 19) are each a pair of twin primes: Prime numbers that have a difference of 2.
• (7, 11) and (13, 17) are two pairs of cousin primes: Prime numbers with a difference of 4.
• Do you know what the pairs (7, 13), (11, 17) and (13, 19) are called? I have learnt to get the students to look the answer up. In the past, I would tell them and they would look at me as if to say, "You're pulling my leg, aren't you?"

While there are other such "fantastic" primes, we're trying to impress kids who come to us with their "6-7" meme, so let's put the others to one side today.

If you're interested in a couple of angles to show the relevance of primes to your students, take a look at this article.

Matio helps kids learn first-grade math through 50+ fun games, from counting to addition, subtraction, and logic puzzles.

My 14yo daughter demonstrating a wheel made with a 60, a 120 and a 135 at each vertex.

Hi!

My dad got a math PhD and even taught it for a little bit after college, and 31 years ago he patented a math toy construction system he calls "Space Henge". He never really did anything with it though, and so I finally decided to!

Thanks to 3D printing (and a lot of iterations) it's finally ready for real users... and I thought who better to reach out to than Math Educators!

https://SpaceHenge.XYZ

The basic concpt is hinges that are set at 60, 90, 108, 120, 135, and 144 degree angles. Any can connect to any other at the vertexes, and so you can make all the platonic and archimedean solids (as well as infinite other things of course), or they can lie flat too for tesselation / tiling.

My (four!) daughters seem to enjoy them, and they should be good for Kindergarten really up through high school (or dare I say based on my classmates.. college)!?

Anyways, please check it out, there's a quick explainer video there and it's all pretty cheap I gotta say, essentially at cost right now ($12 for a pack that can build for example an icosahedron), and it's all made with nice bright colored non-toxic TPU plastic which is pliant so it doesn't break, and easier to build with, yet doesn't come apart, and has a satisfying "spring" to it when complete!

Feedback would be fantastic as well!!

Thanks,

Josh!

I have no idea what my kid’s math homework means! Is this defensible from an education standpoint? It’s the first homework that’s been sent home and I’ve read it about eight times and it’s completely incomprehensible to me. Am I overreacting?

I'm Chen, the developer of Whiteboard by Endless AI. For Saturday resource sharing, here is a short board sequence for teachers introducing perpendicular height. It also works on graph paper; the activity doesn't require my app.

1. Draw a base from A(0,0) to B(4,0). Use C(2,3) as the third vertex. Before adding measurements, ask students which segment they would need to measure to find the area.

2. Beside it, draw a second triangle with the same A and B but with C at (6,3). Ask students to predict whether its area is larger, smaller, or equal, and explain what they are comparing. Leave the two predictions visible.

3. Add the horizontal guide y=3 and perpendicular heights. In the second triangle, extend the base line to show why the height lands outside the triangle. Both areas are 4 x 3 / 2 = 6 square units, despite different sloping sides.

For an exit prompt, put C at (6,4): what changed, and why is the new area 8 rather than 6? This separates 'move sideways' from 'change the height.'

On Whiteboard for iPad, you can sketch this with the coordinate-system and line tools, use a different color for the heights, and export the annotated page as a PDF. These are manually drawn comparisons, not a constrained draggable geometry construction. The app is free to download with optional paid features. Downloads and illustrated iOS Help: https://endlessai.org/

For teachers who use this comparison, would you reveal the outside altitude immediately, or first ask students to draw their own proposed height?

My son is 9 and struggled a bit with math in the past year, so built a simple site for him: Math Trainer. It covers a wide range of math related problems that I saw him encounter in school curriculum.

The teaching choices I made, and would love your take on:

• When a child gets one wrong, they see why, then retry the same kind of problem, rather than just getting the right answer shown.
• Three difficulty levels, so a child can stay in the zone where it's challenging but doable.
• A number-patterns section, to build reasoning, not only arithmetic.
• Short sessions built for daily practice, with an optional weekly progress email for the parent.

It's free, with no ads and nothing to buy. What would you change from a pedagogy point of view? What's missing that would make it useful to recommend to students or families?

1) I need to know that have you ever thought yourself to be bad in Mathematics ?
2)And if Yes they why did you take yourself to be bad in Maths?
3) Why were you afraid of the Subject?

Please help me Complete this🥹🥹🫶🏻

Hey everyone! 👋

I've been working on Kopy Notes, a free and open-source alternative to Note3 and other digital whiteboard applications, especially for teachers, students, and people using interactive smartboards.

Many professional teaching and annotation tools are paid, proprietary, or tied to specific hardware. I wanted to help create something different: a modern, accessible, cross-platform teaching and whiteboard experience that anyone can use and improve.

That's why I started Kopy Notes! ❤️

✨ What is Kopy Notes?

Kopy Notes is an open-source digital whiteboard and teaching application designed for Android, Windows, and interactive displays.

The goal is to provide a practical alternative to proprietary classroom whiteboard software, with a focus on usability, flexibility, and community-driven development.

🎯 Who is it for?

• 👨‍🏫 Teachers: Digital teaching, whiteboard lessons, and classroom presentations.
• 🎓 Students: Notes, diagrams, annotations, and studying.
• 🖥️ Smartboard users: An alternative to manufacturer-specific whiteboard software.
• 💻 Developers: An open-source project to explore, improve, and contribute to.
• 🏫 Schools and institutes: An accessible digital teaching solution without expensive software licensing.

💚 Why open source?

I believe educational software should be accessible to everyone, regardless of their budget or hardware.

No expensive software licenses. No vendor lock-in as a design goal. Just an open project that can grow through community contributions.

🧪 Try it and help improve it!

Kopy Notes is still evolving, and I'd genuinely appreciate feedback from people who use digital whiteboards, especially Note3 users.

I'd love to know:

1. Which Note3 features are essential for your teaching workflow?
2. What would make you switch to an open-source alternative?
3. What should I improve or add next?

Bug reports, feature suggestions, testing, GitHub stars, and pull requests are all welcome!

🔗 GitHub (Source code, setup & project details)

https://github.com/ADIxxDEV/kopy-notes

⭐ If you find the project interesting, consider starring the repository. It helps more people discover it.

Built for education. Open for everyone. Improved by the community. ❤️

Thanks for checking it out! 🚀

En 1904, le Musée pédagogique organise à Paris une série de conférences pour les professeurs de lycée. La réforme de 1902 vient de bouleverser l’enseignement secondaire, et l’on demande à Poincaré de parler des définitions en mathématiques. Il annonce d’emblée qu’il va sortir de son sujet et « marcher de temps en temps dans les plates-bandes à droite ou à gauche ». Le texte, repris quatre ans plus tard dans Science et méthode, est l’un des plus directs jamais écrits par un grand mathématicien sur ce qui se passe dans une salle de classe.

Sa question de départ tient en deux phrases, et elle suffit à changer de point de vue :

Qu’est-ce qu’une bonne définition ? Pour le philosophe, ou pour le savant, c’est une définition qui s’applique à tous les objets définis et ne s’applique qu’à eux ; c’est celle qui satisfait aux règles de la logique. Mais dans l’enseignement, ce n’est pas cela ; une bonne définition, c’est celle qui est comprise par les élèves.

Henri Poincaré, « Les définitions mathématiques et l’enseignement », 1904

https://blog.site2wouf.fr/2026/10/causeries-poincare-definitions-cercle-rond.html

Voici une question qu’on peut poser en cinquième sans prévenir : y a-t-il un nombre entre 2/3 et 3/4? La classe cherche, et finit par trouver. Alors on recommence avec le nouveau et l’ancien. Puis encore. Whitehead donne la recette en une ligne — additionner les deux fractions et prendre la moitié du résultat — et il en tire une propriété qui porte un nom. https://blog.site2wouf.fr/2026/10/whitehead-au-tableau-le-trou-dans-les-fractions.html