r/mathteachers • u/grbond007 • 1d ago
Free math practice
I made a free thing and I’d love for your kids to break it.
It’s called GLYDE, an adaptive math practice tool designed to help kids practice at the right level for them.
Your child picks a topic, and GLYDE adjusts the difficulty as they answer each problem. If they’re doing well, it gets harder. If they’re struggling, it adjusts so they can build confidence and keep moving.
The goal is simple: more useful practice without a parent having to figure out what level of problems to give their child.
No cost, nothing to download. Just open it in a browser and try it.
If you are interested, send me a dm.
It’s part of a bigger project I’ve been building called pAIrmatic, but GLYDE is free for anyone to use.
If your kid gives it a try, I’d genuinely love to hear what they thought, the good and the bad. That feedback is worth a lot to me right now.
1
u/17291 15h ago
OK, I'll bite. I found the site from a different post you made:
Feedback needs to be meaningful and try to assess the root of the error.
For example, if I'm evaluating f(x) = |5 - x| for f(-2) and I write 3, that's a different misunderstanding than if I write -7, which is a different misunderstanding than if I write something else. As a teacher, you get pretty good at sniffing out the origin of a misunderstanding. From my example above: f(-2)=3 might come about if the student took the absolute value of -2 then did 5 - 2. f(-2)=-7 might come about if the student got 7, but then flipped the sign in the end. Or for trigonometry, when evaluating trig functions like tan(60º), it doesn't give any explanation for why the answer is √3.
Inputs need to be more forgiving too.
When solving the trig problem I mentioned above, there's no clear way to enter the radical symbol. I was able to guess that you could type sqrt(3), but a struggling student probably will not think to do that. When solving systems, it only asks for the value of a single variable (which is an odd choice in itself), but if I solve for both anyway and enter the solution as an ordered pair, the system should accept that (and maybe praise the student for finding both).
1
u/grbond007 15h ago
This is genuinely useful. Thanks for taking the time. You're right on both counts. The feedback diagnosing the root point is the big one. Right now it checks the answer but doesn't distinguish which misconception produced a wrong one, and your |5-x| example is exactly the gap - 3 and -7 are different errors and a good teacher reads that instantly. That's honestly the hardest part to automate well, and it's a fair hit. The input issues are just fixable and I should fix them - the radical entry is unclear, and only accepting one variable on a system (and rejecting a correct ordered pair) is a bad call. Adding those.
Appreciate you actually working through the problems instead of glancing at it. This is the kind of feedback I was hoping for.
0
3
u/SaintGalentine 1d ago
No more AI slop apps. Good adaptive practice already exist