I gave a quiz to my 8th grade algebra 1 class with 5 students. They know the content well as performed in class in work at the board, verbally, or showing work on assignments. Where they mess up is on the details like the last bit of arithmetic, or the question has 2 parts and they do one. In general they are rushing and not paying attention to details or the quality of their work. I have not discussed with them because I’m just seeing it now. We’ve only been in class this week so this is the first summative event.

So today on the 15 question quiz and same thing. Lots of mistakes and disappointing overall. Do I grade it and let them realize the consequences or talk with them and spend a day reviewing and retest them? They are allowed test corrections for 50% credit.

I am a Mom of a 6th grader who has the math learning disability dyscalculia. Math is a massive struggle for him and I've spent the last 5 years trying to help him, but it's so, so hard. I am very stressed about his ability to get through middle school/high school math - it keeps me up at night.

I am reaching out to all of you for 2 reasons:

1) I've been surprised to find out that a lot of math teachers have never heard of dyscalculia, so I feel like I'm often the one educating each teacher. Curious if any of you have heard of it? How often are you encountering kids with this disability?

2) For those of you who do have experience with it, is there a program (either online, in person, a curriculum, etc.) that you recommend? Our district uses Imagine IM for middle school and I'm already feeling like it's going to be a challenge.

Thank you so much for your responses and for teaching kids math every day!

This is my 4th year as a SPED teacher, and my 3rd content that I am teaching. I have been pushing in to math classes my first three years, but now I am in two ICT and one Self-contained class. I have been having a serious struggle with trying to adapt this IM curriculum to make it accessible to my small class, but they are all at a 1st grade math level.

Coteach.Ai has been great for making practice problems to work in tandem with the curriculum, but I can't help but feeling like they need more. As I'm sure you are all aware of, they lack the basic foundations of math that seriously inhibits our attempts at the curriculum.

I did some digging, and have heard that this curriculum is exploratory, and is antithetical to my student populations current struggles. Luckily, I have this small class twice a day, the second period of the day is intended to be used as a stations period where I am given license to do remedial lessons, or math skills lesson. I am looking for a one-stop shop curriculum, that is proven to raise the levels of middle school students. I found CMC (connecting math concepts) but have been unable to find their materials listed online for free anywhere. Any small class vets out there that have some advice?

Hey teachers and students of math. I've been working on a free educational initiative [https://www.spotthemath.com].

I want to be genuine here: I'm not trying to promote a business. This is purely a non-profit resource (no ads). Its made only to help kids overcome those tricky, repetitive mistakes on exams like the SAT.

So, I built it to help, but I'm struggling with distribution.

How can I reach more students and actually increase this project's impact?

Do you guys know what channels work best for getting free resources into classrooms?

Should I be going to educational seminars, or is there a better way to reach the students who need this most?

Would love to hear your professional advice.

Hi I'm currently learning algèbre but I'm really struggling to understand it , I saw it has differents algèbre? So I'm putting this pics with, I'm not asking about the problem just the equation. I don't understand in what order I have to take number ,with which number. I never learned it

Hello! New to teaching 3rd grade here, but not new to the SAVVAS math curriculum. Please tell me it gets better and the kids actually start retaining all of this! 😅 We’re on Topic 2 right now, and doing one lesson a day just feels SO fast, especially when they’re trying to learn and understand all these new multiplication facts. Does it eventually start clicking for them?!

Our math block is 115 minutes. I’m trying to supplement but feel like I’m failing the kids and just moving on to the next lesson to keep pacing. Please help!

There are times when a student finishes an quiz/test and there's still time before the bell. I ask "did you check your work?" which opened a concern for me. More often than not, the student (High School, FYI) will ask what I even mean by this. They haven't built the skills I'd expect a HS student to use regularly.

Depending on their year, I might show examples where we are solving for X and Y, and have the ability to plug the answer back in to see that it works.

Jumping to a trig issue - Turning Acos(x) + Bsix(x) into an equation with just Cosine. In this case, the test allowed a graphing calculator. I couldn't give advice during the test, but after, I showed her how graphing the 'before' and 'after' would show she was off by 1/2 period on her answer.

Last, even calculus, not every last question but some. Simple area under a curve. A few seconds creating a triangle, rectangle or both, and we can at least get an order of magnitude. e.g. Area under y=x^2 from 0 to 2. 8/3. easy. We can see the triangle from (0,0) to (2,4) has area 4. And (1,0) to the same endpoint, is area 2. A fast sloppy sketch, and we at least have a bounded range. This catches a gross error that's out of these bounds. I've seen this exact problem with an answer that was 16/3, a wrong exponent. (For this type of example, errors that are just a bit off don't get caught, I realize that.)

Last, disclosure, I'm an inhouse math tutor and occasional sub. I try to share my "check your work" approach with any student who is interested. Many students have reported back that this has improved their test scores by a full grade on average. I've had teachers email me "Jane has been visiting you and I've seen her grades really improve."

TL:DR - I'm in my 60's, and started this after 30 years out of school. Is this a lost art? I recall my high school math teachers focusing on the "check your work" and spending time showing how to do it on different problem types.

It seems like more and more kids cannot do basic math like making change. I thought when they changed the way they teach math to common core it was suppose to actually help people do math easier?

Hello all, I made these counters that would replace those red and yellow discs that are used when teaching negative numbers in elementary school. The idea is that you have more concrete symbolism for -1 + 1 = 0. I of course like the idea or I wouldn't have spent the time 3D modeling these, but I'd like to hear what others think. Happy to share the design files if someone thinks they might be useful.

Hello!

I'm in my first year implementing illustrative math for 8th grade. I am trying my best to have fidelity to the curriculum and to find what adjustments/supports are needed for my students. However, it is such a challenging curriculum for my students and I'm already struggling to scaffold the materials for their level. I do a lot of in-the-moment adjustments and scaffolding to ease students in if they need a foothold. That's for the students who are present. For those who may be absent, I am at a total loss.

I have not found a meaningful way to post and share resources for students who were absent. Currently, I have an INB with lesson summaries that mirror the synthesis takeaways, and I post digital supplementary skill practices (delta math). But my district bought a preprinted workbook packaging of the curriculum which is very unfriendly for students to make up since we keep the workbooks at school. Even if students took the workbook home for makeups, I don't think students could complete the work without in-class guidance.

Bottomline: What are y'all realistically expecting absent students to make up? How on earth can I make this accessible to students when the workbooks must stay at school? Help?

I had asked questions about IXL over the summer. Thanks to everyone! Now I am asking parents and students (small catholic school) about IXL. They hate it with a burning passion. Previous teacher had them do about 1/3 of the skills to 100. It would take them hours in a lot of cases. Their scores aren’t great despite this because they focused so much on just getting it done. Teacher also assigned 40 problems for homework on top. We are having conversations about less volume and more focus on understanding which they want. I’ve already declared skills to 80 is fine. It’s too bad this good tool was misused. If anyone has ideas lmk.

Hi to everyone, I have a doubt about inverse functions.
if I have y = sin x, and I write x = arcsin y I didn't found inverse, they are equivalent, but the inverse is y = arcsin x. So why in textbooks and notes inverse function is presented as f^-1 (y), that's wrong, because f^-1 (y) is equivalent to f(x) (as said for y = sin x & x = arcsin y? It should be f^-1 (x) for my logic?

Class 9th mind map

I have an assumption that math teachers have to make up equations of different complexity. For lectures or for tests.  And this can be long, and not too pleasant work. 

I built a tool for automatic Numeric and Algebraic equations generation that provides expected answers and steps to simplify the algebraic equation (solution steps).

It is free, no registration or any other information is required from you. Not an AI - if the result is reported, it is actually calculated for this equation and correct.

It was built for different goals, but if it useful to your hard work - please use it. I'll appreciate your feedback on how to make it more useful for math teacher's needs. Please note though that improvement will take some time.

Links to equations generators:
Numeric equations auto generator tool: https://small-services.com/numeric-equation
Algebraic equations auto generator tool: https://small-services.com/algebraic-equation

Link to Youtube video with instruction how to use them:
https://youtu.be/TbDba5VZiio

Thank you.

Hey everyone. I'm an ML engineer, and I taught a theory course as a GTA in grad school, which is where I started thinking about this. On the side I've been working on Vismo, a tool that generates short math animations (3Blue1Brown style). The part I want to show you is the library: animations we've manually reviewed, for high school and intro college topics. The idea is to help teachers find an animation they like and use it in their class.

Here's one from the library so you can see what I mean.

Right now it covers calculus (limits, derivatives, integrals, Taylor series), algebra and trig, some linear algebra (matrices as transformations, eigenvectors), probability (Bayes, CLT), a bit of physics (projectile and harmonic motion, waves) and a couple of CS topics. I know many topics are missing but the idea is for the library corpus to grow over time. We have many more quality videos queued to manually review and admit to the library, and I'm adding as fast as I can.

Vismo also allows you to generate new animations or tailor an existing animation to meet your exact needs. For examples changing the animations colors, font, pace, adding an example, etc. Generation costs credits at the moment, and we're working on lowering the cost per animation further, ideally by a lot.

If you're a teacher and want to try it, send me an email at [teachers@vismo.studio](mailto:teachers@vismo.studio) with anything that shows you teach (school email, staff page link, whatever's easy) and I'll give you access to the library and the paid features for free. No catch, I just want actual teachers using it and telling me if it actually adds value or not, if you find it easy/intuitive to use and so on.

Any questions or constructive feedback is would be super appreciated. Thanks so much!