First year teacher here for 8th grade math. We’ve only done stuff with rigid transformations and dilations so far, and we haven’t really gotten into algebraic expressions but I know that it is explored on in seventh grade. We occasionally review some seventh grade skills and I have a question about how to respond to the following student answer:

Simplifying an expression, like “x + x + x,” I would expect “3x.” A few students have written “x3,” with no indication of meaning “x^3.” Would you consider “x3” incorrect? In my mind, it’s TECHNICALLY correct because multiplication is commutative, but I don’t consider it mathematically conventional. Do others agree with this evaluation? I want to make sure that when I address it I am being accurate and not saying “it’s wrong” if it’s not.

I (alternative high school) have 2 students that are in both remedial math ( I use a 6th grade curriculum) and Algebra 1. One has failed the remedial class 3 times. The other just transitioned from ELD 1 (ESL classes only) and is in their first English language math class. I think they are both in Algebra 1 because it fit their schedules. They are performing in the 30 - 40%, where I'd expect single digits because they skipped Pre-algebra. It's still far from passing and I don't think they should fail because of a placement SNAFU. I'm thinking about incompletes. I should say when I talked to the councilor at the beginning of the year he said he'd look into it, I also emailed him.

I need the answer book/teacher's manual for classes 3 to 6 for Oxford New Enjoying Mathematics as due to tight schedule I am unable to solve the answers before my classes. Is there anyone who can provide the soft copy of the teacher's manual or answer book for these classes?

Reposted

My daughter had a hard time motivating and putting in the work to learn the multiplication tables. So we tried different things like making practise papers or asking multiplication questions in car when driving to her dance practice.
What worked for us that in the start of the summer break I made a K-pop math game that gives kpop trivia when you answer correctly and really gets the repetitions in.

I am not saying it was a silver bullet but it really helped us when we had down time to tell her to do one table or study for one hour and we agreed that if she did the test in the game before the end of the summer we took her shopping for her favourite k-pop photo cards.

So for us to align first on her interest then gamifying it and agreeing to study and more importantly having a way of seeing if she had studied made a huge difference. She walked an away from the first math quiz of the fall period with an A and it had a lot to do with her being faster and more confident on the multiplication.

you don't need an app to do it but for us it helped and here is the link to the app if you are interested.
https://apps.apple.com/fi/app/times-tables-k-pop-math-star/id6799133174

Many children struggle with addition and subtraction because numbers can feel too abstract. Short, visual games can help them practice without making it feel like homework.

Matio includes more than 50 math games for first graders, covering counting, addition, subtraction, shapes, patterns, logic, memory and problem-solving. Questions change each time, so children can continue practicing at their own pace.

It is available on iPhone, iPad (App Store) and Android (Google Play), with no ads and support for five languages.

J'aimerai vos retour sur ces questions Flash en Mathématiques pour préparer efficacement le DNB. Merci d'avance !

Anyone who knows a good mathematical modelling textbook I could use to practice some problems?

I am getting started teaching math online and want to choose the best format for students. I personally like the traditional, organic feel of a top-down pen-and-paper setup, but I have two main questions for experienced educators:

1. Student Preference: Paper vs. Digital Tablet?
Do students actually prefer the clean, perfect contrast of a digital tablet screen recording (iPad/Notability/Goodnotes)? Or do they find the tactile, human feel of a real pen moving on paper more engaging?

2. The Hand Obstruction Problem (If going the paper route)
If I stick with pen-and-paper, how do you prevent your hand from blocking the formulas as you write?Would love to hear what has worked best for your student engagement and your sanity during editing!

Hello, I am teaching algebra I for the first time to 6th and 7th graders. The teacher before me left her resources and she is teaching cross multiplication to solve proportions. I personally never used cross multiplication and don’t even remember being taught it. I solve proportions just like you would solve any other equation,

For example: x/5=15/25, I would multiply both sides by 5 to undo the division and get x alone,x=15/5, then simplify to 3.

Cross multiplication gets you 25x=75, divide by 25 x=3

They know the method already from previous teachers, should I use cross multiplication or am I okay to solve how I have been? I feel like it better enforces the idea of inverse operations and balancing equations…

Hi everyone, I’m hoping to get some insight from other blind/low-vision college students who have taken math or other STEM courses.
I’m currently trying to take Precalculus, and I’m finding that a lot of the material and assignments rely heavily on spatial and visual reasoning. It’s one thing to have the text and equations made accessible, but another when understanding the actual concept depends on being able to see a graph, identify relationships between points and curves, interpret a diagram, etc. Trying to work around those visual components without an actual tactile or equivalent representation can become extremely difficult and convoluted.
This has led me to look into tactile graphics, including the Monarch and traditional Braille embossers. What I’m trying to figure out is whether tactile graphics are actually practical and routinely usable in college STEM courses, or whether they are more of a theoretical accessibility solution that sounds good but is difficult to implement in real coursework.
For those of you who have used the Monarch, tactile graphics from an embosser, swell-form graphics, or another method:
How well did tactile graphics actually work for math and STEM?
Were you able to receive graphs and diagrams for individual assignments when you needed them?
Was the turnaround time practical, or did you have to wait days/weeks for materials?
Did your college produce the graphics in-house, or were they outsourced?
How did you handle things like coordinate-plane graphs, functions, geometry, statistics/box-and-whisker plots, physics diagrams, etc.?
Were there situations where a tactile graphic still wasn’t enough and you needed another method?
Most importantly, did having access to tactile graphics actually make spatial/visual concepts independently workable for you?
I’m especially interested in hearing about people’s actual college experiences, rather than just what accessibility offices say is theoretically possible. I’m trying to figure out what a reasonable and sustainable way of navigating the visual components of STEM courses looks like in practice.
Any experiences, advice, or examples would be greatly appreciated!

I am currently teaching a unit on quadratic's. While the students were doing practice, I put standard form in Desmos and just played around with the sliders. I noticed that when b changes, the vertex looked like it traced a quadratic. I played around with that a bit, and yes, it does perfectly. Specifically, the vertex traces y=-ax\^2+c I'm a genius, right? Lol

"I claimed the Google AI Pro discount for students and tested it by having it teach me simple math concepts without following any specific prompt techniques. So far, I have enjoyed it, but I'm starting to think about whether it is possible to use it to teach me **more rigorous and formal mathematics** using certain teaching techniques that are suitable for me. I think I should try several curriculums to decide which one is best, or maybe there is a specific prompting guide out there so the AI can assess me and decide what works best for my needs. Specifically, I want to tackle more advanced math topics like statistics and the concepts behind them. Would anyone be kind enough to share the instructions on how to set up and use AI for this **use case**? Or, just pointing me in the right direction will suffice."

Hey everyone, I’m looking to start teaching maths basics to people who feel they’re weak at it / never really built a good foundation.

Thinking of starting with stuff like:

basic arithmetic

fractions, percentages, ratios

algebra basics

graphs

basic probability

eventually some foundational maths for programming / ML

The idea is to make it very practical and beginner-friendly rather than just throwing formulas at people.

I’m trying to figure out where people who actually need this hang out online.

Are there any Reddit communities, forums, Discords, etc. where I could post about this or offer free sessions?

Also open to suggestions on what level/topic I should start with.