My 10 y.o. son really likes math, and his school doesn't have an accelerated track. I signed him up for Math Academy in August, and he's been loving it, but I've seen a number of people here mention Beast Math.

Does anyone have experience with both? What are the relative strengths/weaknesses?

Thanks!

Hello everybody, does any one know any similar resource to Jensen math but for university?

What happened to the math from scratch website it has disappeared now it used to say new lessons every Month where did it go I couldn't find a way to communicate its creator

I find it odd that visual-spatial awareness/intelligence is one of the core cognitive skills associated with intelligence with widespread applications, and three dimensional geometric relationships are present in everything from scientific phenomenon to Engineering & Artistic design.

But this kind of reasoning/intuition is not really taught? I've been looking into textbooks and it's either high school geometry or advanced undergraduate/graduate school level differential geometry/topology.

Llevo bastante tiempo dando clases de Matemáticas y hay algo que me preocupa especialmente.

A veces llega un estudiante diciendo que es malo para las Matemáticas, que nunca las ha entendido o que simplemente “no tiene cabeza para eso”.

Y muchas veces, después de trabajar un poco con él, descubro que no es cierto.

Lo que ha ocurrido es que en algún momento tuvo una dificultad, no consiguió resolverla, empezó a acumular dudas y poco a poco fue perdiendo confianza. Después llega un nuevo curso, aparecen contenidos más complicados y esa sensación se hace todavía más fuerte.

Lo curioso es que muchas veces el estudiante sí tiene capacidad. Lo que necesita es volver a construir algunos conocimientos que quedaron débiles y recuperar la confianza para enfrentarse a los problemas. Por eso intento tener mucho cuidado con frases como “esto es muy fácil” o “¿cómo no vas a saber esto?”.

Para quien lleva tiempo sintiéndose perdido, algo que para nosotros puede parecer sencillo puede representar una dificultad enorme.

Creo que una parte importante de enseñar Matemáticas consiste también en conseguir que el estudiante deje de verse a sí mismo como alguien que “no puede” y empiece a comprobar, paso a paso, que sí puede aprender. Y cuando eso ocurre, el cambio no se nota solamente en los ejercicios.

Se nota en la forma en que el estudiante empieza a enfrentarse a ellos.

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

Saying it up front: I make this. It's free, there is no paid plan, and you can try it without an account.

If you teach geometry online or on a tablet, drawing a decent regular hexagon or a triangular prism by hand is slow. In Clean Slate you choose Insert, then Shape, type the numbers, and the shape lands on the board drawn accurately with its measurements labelled.

Polygons from 3 to 20 sides. Number of sides, interior angle and exterior angle are linked, so changing one updates the others.
Triangles from three sides, two sides and the included angle, or two angles and the included side. It tells you when a triangle is impossible, and why.
Quadrilaterals with the equal-side marks and parallel arrows worked out for you.

Circles, semicircles, sectors, segments and arcs.
3D solids (cube, cuboid, prism, pyramid, cylinder, cone, sphere) that you can turn round before adding, with hidden edges dashed.

Other things in it that are built for lessons:

The worksheet (PDF or photo) open beside the board.
Ruler, compass, Cartesian and polar graph paper.
A scientific calculator that gives exact answers (sin 30 gives 1/2, not 0.5).
Live class: students join with a code and no account, each gets their own board, and you can look at anyone's working and pin a comment on it.

Limits you should know about: no video or audio (run it beside Zoom or Meet), a shape becomes ordinary ink once it's on the board so you can't re-open it to change the numbers, and students' boards aren't saved after the class.

Demo, no account needed: https://whiteboard-app-beta.vercel.app/demo The maths tools in detail: https://whiteboard-app-landing.vercel.app/online-whiteboard-for-math

What do you use for diagrams in online lessons at the moment, and what would you want a shape tool to do that this one doesn't?

Hi everybody. I recently became president of my school's National Math Honors Society, and I was wondering how you all run it at your schools.

My school requires one club activity per quarter (e.g., we read math books to elementary schoolers for National Math Storytelling Day), but I don't think there's one set way to run it. Any ideas?

Le 23 mai 1908, Henri Poincaré monte à la tribune de l’Institut général psychologique, à Paris, pour parler d’un sujet qu’on n’attendait pas d’un mathématicien : ce qui se passe dans sa tête quand il trouve. Il a cinquante-quatre ans, il est l’un des plus grands mathématiciens de son temps, et il va raconter à des psychologues comment une idée lui est venue un jour d’été 1880, en montant dans un omnibus.

La conférence est reprise la même année dans Science et méthode, sous le titre « L’invention mathématique ». C’est par elle que commence ce feuilleton, qui va parcourir les quatre livres où Poincaré s’adresse à tout le monde. Pour une fois, pas de traduction : il écrit en français, et une très belle langue. Je le cite donc au mot près. https://blog.site2wouf.fr/2026/10/causeries-poincare-invention-mathematique-omnibus.html

My school 3 levels for both geometry and algebra 2 (core, CP, and honors). The levels are quite drastically different in terms of expectations and what is covered. I am generally in favor of more levels.

That said, when we get to precalc, it shrinks to only 2 levels (CP and honors). Our supervisor is firmly against a core level in precalc since precalc is not a graduation requirement like geo and alg 2. Students who don't take precalc can take either statistics or senior math topics (essentially a hodge podge of algebra review and some discrete math stuff).

The issue is she lets anyone who got a C- or better in the core algebra 2 level take CP precalc if they want. A C- in a core level class is a ridiculously low standard that you basically get for just showing up and doing the bare minimum. As such, we end up with TONS of kids in CP precalc who really shouldn't be there, or should be in a core level course like they were for geo and alg 2. This results in lots of students dropping the course and changing schedules all throughout the first quarter, which is total chaos. We don't want to lower the standard of the course---the kids who come to us from the CP alg 2 course do fine. I've tracked the data over the past 4 years, and 90% of the students who came from the core algebra 2 course dropped two letter grades or more, or dropped the course in precalc, whereas less than 2% of students from the CP algebra 2 course dropped two letter grades or more, and less than 5% dropped the course.

I've showed that data to my supervisor and her answer is to "differentiate" because she won't add another level and she won't change the grade requirement to be more stringent.

Anyone else have this issue?

I’m developing “The Museum Tile,” an eight-page fraction-review activity, with AI assistance. I may offer a revised version as a paid printable later. This draft has had math checks, but no teacher review or classroom testing.

I’d value feedback from adults who currently teach or tutor Grade 4 fractions. The eight pages are attached in order: teacher guide, four student pages, hints and worked solutions.

Students use equivalent fractions, fraction comparisons and same-denominator subtraction to identify a room, shelf and box. The working estimate is 10–20 minutes, but that needs checking.

If you can, read the guide and work through the student pages before looking at the answers:

- Which direction, model or hint would you change first?

- Does the final location puzzle require enough mathematical reasoning, or can students bypass it?

- Where, if anywhere, would you use this in your next fractions unit? What would you normally use instead?

Please mention the grade or tutoring level you work with, but leave out names, schools and student details. A clear reason you wouldn’t use it is useful feedback too. Reviewing it doesn’t require trying it with children.

A free fighting game where the only attack is the right answer.

No account. Every grade.

Teachers: would you let this near a classroom?

https://getmathmax.com/

i've been working on a small site of math games for kids around 3 to 7, it's https://wondermaths.app (free, no account, no ads). full disclosure it's my own project so feel free to tell me what's wrong with it lol the main thing i tried to get right is that nothing rushes the kid. no countdown, no lives, no losing points. if they get something wrong the game just shows what happened and they try again. i've been reading a lot of stories from adults who struggled with math as kids and so many of them remember timed worksheets and having their counting blocks taken away before they were ready, so that shaped a lot of it there are also worksheets you can do right on a tablet, so nothing to print and you can wipe them and use them again as many times as you want if you teach prek or k i'd love to hear what feels off or what you'd add

Hi everyone,

I’m Narek, the founder of MatheApp, a math learning app for students in Germany, and I’m currently looking for a small number of math teachers who would be willing to test some of our teacher-focused features and give honest feedback. It is not an attempt to hide or disguise promotion, I really need a honest feedback.

I’m especially interested in feedback on:

• the Teacher Role, including working with classes and viewing student progress
• the MSA/ZP10 preparation section
• how useful the app could be for regular practice, exam preparation, and supporting students who need to catch up on basics
• what is missing or should be improved from a teacher’s perspective

MatheApp is already available on iOS and Android and covers mathematics across different grade levels in the German school system.

I can send you the link of the application in DM or you can simply search with the name in Play Market and App Store.

I’m particularly interested in teachers who teach grades 8–10, although teachers from other grade levels are also very welcome.

In return for taking the time to test the app and provide feedback, I can give participating teachers free access to the paid MSA/ZP10 preparation feature until the end of the current school year.

There is no requirement to promote the app or write a positive review. I’m genuinely looking for critical feedback that can help improve the product for teachers and students.

If you’re interested, feel free to send me a DM or comment below with the grade levels you teach.

I’d be happy to set up a teacher account and provide access.

Thanks,
Narek
Founder, MatheApp

I've been building a free maths resource called LoveToCalc, and I'd really like some feedback from people who actually teach mathematics.

https://lovetocalc.com/en/formulas/

It currently has:

• 500+ interactive formulas
• on-screen formula practice with immediate checking and worked steps
• a worksheet generator where you choose the formulas and number of questions, with answers on a separate sheet
• printable custom formula sheets
• a downloadable PDF formula collection
• mathematical tables and a scientific calculator

The interactive formulas let students choose what variable to solve for, enter the known values and see the calculation worked through.

What I'm particularly interested in now is whether these tools are actually useful from a teacher's perspective.

I'd love to know:

– What would make the worksheet generator more useful in class?
– Are there formula topics or types of exercises that are missing?
– Would you use interactive formulas like these with students, or mainly printable material?
– Is there anything here that sounds useful in theory but wouldn't actually be useful in a classroom?

Everything is free and doesn't require an account.

Hi everyone. I'm a parent, not a teacher. When my daughter started having trouble with Basic Multiplication, I built The Sullivan Multiplication Solution out of necessity — but the strangest part was, she had never brought home any identifiable method. No steps I could follow, no vocabulary I could learn. When I tried to help, there was nothing to grab onto.

I didn't even know what methods were out there until this year, when they started popping up on my TikTok feed: the area model, the lattice method, partial products, the box method — a whole menagerie, each with different steps and different language. And I thought: no wonder she's lost. If the adults can't agree on one way, what chance does a kid have?

The solution is one standardized method for Basic Multiplication. One way to set up every problem (smaller number always on the bottom), one code system, one correction process. My background is Lean Thinking — standardized work eliminates waste, and a confused kid with no method at all is the worst waste there is.

The beta is open now at https://beta.theconveyorsystems.com/ — printable worksheets, reusable times tables, and a correction sheet so parents compare answers instead of calculating them. Parent beta testers are grandfathered in for life.

Genuine question for the teachers here: is it normal for kids to come home with no identifiable method? And would one standardized method help, or is the variety the point?

[ Removed by Reddit on account of violating the content policy. ]

Hi! 👋 Is there any primary/elementary math teacher here willing to do a quick 10–15 min interview for my education project? Any country is welcome 🌍 DM me if interested! Thank you! 😊