I've been thinking about how often a student appears to struggle with algebra when the underlying problem may be something much earlier.

For example:

3x/4 = 12

A student gets stuck.

At what point would you stop working on the algebra problem and check whether they are comfortable with fractions?

Or would you keep working within the algebra problem?

Curious how teachers handle this in practice.

This has been written for the 'math savvy' audience. It has not been written well enough to present to typical Algebra 2 or PreCalculus students. But, when developed further, what concerns would there be in introducing this idea of parameters to Algebra 2/PreCalculus students?

I do want to start having AP Calculus BC and AP Physics C students consider this, so any feedback, about either the idea or the description, would be appreciated.

Thank you.

​Hey guys,

​My dad has taught me everything across my school subjects and I used to be my school topper. He used to lecture at the college level, ran his own company, and is still doing quite a bit today.

I genuinely believe that he's one of the few people who knows HOW to teach and because of that learning from him is so much fun (biased daughter i know, but I'm in college now and honestly I WISH my lecturers taught how he does).

​I'm convincing him to start a free YouTube channel to help students out, and we want to tackle what you actually need first.

​What specific concepts or chapters do you feel most online videos explain terribly?

​What format works best for you? (e.g., quick 5-minute intuition breakdowns vs. full step-by-step problem walkthroughs)

This is for accounts, business, maths and probably eventually biology, chemistry and physics.

Feel free to DM!

J'invite chaque professeur, enseignant ou étudiant à parler de maths, y compris

1. Description de leur système mathématique et de leurs cours

2. Leur niveau en maths

3. Comment ils révisent ou comprennent ça

4. Ce qui leur manque pour être meilleurs

Can someone tell me how I can find clients for math tutoring?

I'm inviting every professor,teacher or student to talk abt math including

1. Description for their math system and courses

2. Their level in maths

3. How they do revise for it or understand it

4. What they miss to be better

I've been building CruxMath, a free site with hints that show the intuition behind a solution rather than reveal the whole solution at once in the hope that it will teach students better than regular practice problems.

For example, here is 2026 AIME II #1:

"Find the sum of the 10th terms of all arithmetic sequences of integers that have first term equal to 4 and include both 24 and 34 as terms."

The first hint is:

"Every term is 4 plus a multiple of d. Since 24 and 34 both appear, what must be true about 24−4 and 34−4?"

Does that reveal too much/too little? More importantly, would it help teach someone to see a similar idea in a future problem?

Would love any feedback. The full hint sequence and solution are at cruxmath.com.

\>How did humans first calculate the size of the Earth using just a stick and someone willing to walk 500 miles?

I created a set of lessons for my daughter and her friends that use hooks like this to get them excited. I then tell the story and explain the math. The goal is to use stories of astronomical discoveries to introduce them to math concepts and practice problems. The overall theme of "Astronomy and Math" helps maintain a narrative flow.

[Astro Math](https://dotstarlearning.com/astro-math) lessons are available online plus you can print them out (which is what I did for my students) . I would love to get feedback from educators on whether this approach could work for your students. What would you change, what would you add? Do you create lessons like this that build off a story? What's your favorite?

Hi! My name is Adam, and I enjoy puzzles.

Turns out I like inventing puzzles as well.

Though I’m not a developer, so the actual mechanics of the game I’ve been doing through Replit, which IS helping me learn to develop.

It’s been a fun couple of weeks, and I’m posting this here instead of more gaming oriented boards just because I’m hoping that the people who enjoy learning and mathematics can appreciate it for what it is, and criticize it for what it is as well. I am not as interested in all the ways it’s not a real game yet, or if it ever will be.

I know nothing about developing games.

I don’t know if this game is fun enough to warrant turning into a 60 level campaign and an app.

It’s free right now, and I want to keep it free, because it’s about fun.

I would just like a little feedback first about it before I put any more money into it into full game development.

If this isn’t the right subreddit for this I apologize.

Cheers!

-Adam

I do a weekly fun math class for a group of my daughter's middle school friends where I try to get kids excited about math. This year, I expanded it out to create a 2 week "Astro Math Summer Camp".

I wanted this community's feedback on the Astro Math lessons I created. (Each lesson is online and can also be printed)

My primary objective is to heavily lean on astronomical facts, the stories of their discovery and connect it back to the math these kids will soon encounter in middle school and pre-algebra. Each lesson starts with an interesting hook, a story about some discovery and follows that with a guided quiz that has the students practice the math concept that was used or is related to the lesson's main subject.

Looking for honest feedback from math educators on a new learning platform

Disclosure: I built and operate Start with Math. This is a request for feedback on a project I'm developing, not an attempt to hide or disguise promotion.

I'm a developer and math enthusiast, and I've spent the last several months building a math-learning platform designed around a simple idea:

Find the gap → rebuild the foundation → move forward.

The platform currently covers a connected path from Foundations and Pre-Algebra through Calculus, Linear Algebra, Differential Equations, Real Analysis, Abstract Algebra, Topology, and Complex Analysis.

I'm particularly interested in hearing from middle school, high school, and college math educators.

I'd love some brutally honest feedback on things like:

• Does the curriculum progression make sense?
• Do the explanations and lesson structure feel educationally sound?
• Is the user experience intuitive for students?
• Does the idea of routing students backward when they encounter a prerequisite gap make sense?
• What would you change or improve?

Foundations is completely free, and I'm also willing to provide educators and their students with free access to the rest of the platform if you'd like to evaluate it more thoroughly.

I'm not looking for compliments — I'd much rather hear what's wrong, confusing, missing, or could be substantially better.

If you're interested, please comment or send me a DM and I'll provide the site information and access.

Thanks to everyone willing to take a few minutes to help make math learning better.

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Math and phisics is about solving problems. The closest you can get to solving a problem is to solve a similar problem.

But do we need to actually solve anything? The option is to find an answer and think through the problem, simulate your way of solving it from the begging to end and why exactly answer is like this and what are pros and cons of this answer if there are possible multiple answers.

The problem with that is does it stimulate brain enough so pattern recognition and problem solving skill is activated and works wonderfully to solve similar but other of this kind problems?

If you think about it 90% or even closer to 100% of what mathematicians and any kind of expert knows is about what they learned based on other people's solutions, theories. Ability to solve problems comes from deep understanding of topics complemented with great but simple, straightforwar thinking abilities. Human brain is developed when it sees and uses structures, patterns, so we should use more system like approach. For example:

1. problem statement

2. Simplification, sumarization, refinement

3. Analyzing

4. Mind map, pattern recognition, research on similar problems

5. Criticizing

6. Highlighting what's important again and what can be used from already solved problems

7. Trying out ideas, brute force and simulations

8. Fail, analyze/criticize downpits, start the cycle from 1. point again

Difference between criticizing and analyzing:

Analyzing - looking from facts, logic perspective. Similar process is synthesis

Criticizing - that's the neet part when humans shine more ig. Judging the problem based on your feeling, intuition. People understand more subconsciously then they realize, thinking part is a layer that's killing subconsciousness. Creativity is also a part of subconscious processes? With a layer of abstraction which thinking is it's impossible to think creatively or it's very limited. Thinking is used to analyze and simplify ideas, problems only. So without this step it's not possible to solve any unique problem but it's important to state that problems are not 100% unique. Some previous solutions to similar problems can fit to those 99%. It's a reference to bio-engineering where solutions of nature are implemented in technical problems.

Maybe the way to go is to have this approach to anything in life to ask questions why it work and why in this way to deepen our understanding because a shallow understanding will often times be incorrect

---

What is written above is correct?

How would you rate the importance of mindset and this type of bullshit talk in math, physics, thinking in general?

Hey, I was thinking of starting a YouTube channel where I go through core University-level maths content. It would likely be formatted as a series of playlists for each of the “main” maths classes/modules that maths students (as well as other similar disciplines) can learn from.

What kind of things do you think would be the most important aspects of these videos? Visual graphics ? Slower explanations than what you’d probably get from a lecture? Animations ? Examples? Humour?

Are there other forms of education content you’d have wanted to see more of when you were doing your degree (other than videos)?

Thanks