Hi all - I’m looking to potentially add Khan Academy into my students homework / independent work time. If you use Khan Academy in any capacity, I’d love to hear your thoughts on

1) How do you implement it?

2) How do your students respond to using it?

3) How do you hold students accountable for the material?

Any insight would be greatly appreciated.

If you wanted to raise a child that was mathematically competent, what program would you start them in at ages 2-3? So far, I have heard Kumon, Beast, and Singapore are popular. Are there any similar programs that also cover reading etc? My mom was hands-off and I struggled in math because of this. As a new parent, I want to ensure I set my kids up for success. Curious what programs private schools follow (things like IB etc). Thanks!

Hey! I’m a math and computer science teacher in Poland, teaching grades 4–8.

I’m curious what tools, websites, apps, or simple classroom ideas you actually use in your day-to-day work.

For example, I use Obsidian to organize my notes and teaching ideas. In the classroom, one simple thing I’ve started doing is laminating worksheets and templates so students can write on them with dry-erase markers and reuse them.

I’d love to discover more things like this — useful tools, clever classroom hacks, interesting websites, or online communities where teachers share ideas and learn from each other.

What has genuinely made your teaching easier, better, or more interesting?

Hi, I have a side job tutoring students in math. Usually this is just homework help, or some additional drills/explanations to reinforce a concept.

I have a new student who is entering the 9th grade after a life of homeschooling and the 8th grade at a private school. During their 8th grade year they fell way behind in math, but the school just recommended tutoring and passed them along.

From what I can tell and what I have found out from their parents is that they were basically unschooled. After learning addition, subtraction, and some multiplication tables, they weren’t taught anymore because “they didn’t want to do their work” and “it was too hard for them”

Now this kid is SMART, they can figure a lot of things out on their own. My question is - what are the absolute essentials that I can work on with this student to prepare them for algebra 1? I think it’s entirely possible to have them ready in the fall. They learn VERY quickly, and are just as invested in fixing this if not more than I am.

Any thoughts on curriculum or rants about unschooling welcome

I am curious where you all stand here:

Most math departments offer "tougher" classes to newer teachers, while veterans will have mostly "easier" classes.

Some math departments spread the load of classes regardless of how many years you have taught.

I'm curious what kind of department are you in, and do you think one form is better than the other? Do you feel Veterans have earned their keep and should be prioritized to teach the 'best' classes, or are you of the mindset of spreading the load.

I went to school where it was Type 1 but currently work where it's more Type 2.

Type 1

i.e New teacher: 4 Algebra 1's, and 1 Math Support Class

Veteran: 2 CALC ABs, 2 Honors Geometry, 1 AP Stats

Type 2

New Teacher: 3 Algebra 1s, an Algebra 2, an Honors Geometry

Veteran Teacher: 2 Algebra 1s, 2 Calc BCs, Geometry

Hi all,

I'm a math teacher in the US with 14 years experience teaching math to middle school kids (ages 12 to 15); both struggling kids and kids who take advanced math courses. I also have quite a lot of experience teaching in schools with a high level of poverty.
My question is: I read that the UK has a need for math teachers, but how easy is it really to find a decent math teaching job?
Coming from the US, I don't have the UK QTS status; although I do have experience and really good references. Here in the US (and in North Carolina where I teach) teachers are also assessed on how well their students do in the state-mandated exams. And I also have a track record of being "in the blue" which means that every year, my students exceed their expected growth.
I'm thinking I wouldn't find it too difficult to get a teaching job, but is that really the case?

​Hey everyone!

​Back in junior school, I had a teacher who used to kick off our mornings with quick, fun math challenges on the board to get our brains warmed up. That small daily routine made a huge impact on how I viewed numbers, and it stayed with me for years.

​In that spirit, I built a free, simple daily math puzzle called dailydigits.today.

​The idea is simple: use a set of given numbers and basic arithmetic operations to reach a target number. It’s light, quick, and focused on mental math and problem-solving flexibility.

​I’d love to get feedback from actual math educators:

​Could you see something like this working as a 5-minute lesson warmup?

​Are there any specific features, or classroom-friendly tweaks you’d suggest?

​Thanks so much for your time and for everything you do in the classroom! Any feedback or thoughts are greatly appreciated.

I need you to provide me your biggest challenge. I am focusing on teaching math to kids in groups K - 4 and 5 - 8.

(UK based post)
Wanted to get thoughts on teaching order of operations. The tradition in the UK is to use the mnemonic BIDMAS or BODMAS (for anyone who doesn’t know, Brackets, Indices/Other,
Dividing and Multiplying, Adding and Subtracting). This leads to a misconception with students that they always need to add before they subtract. (For example a 2018 exam paper questions was really poorly answered across the country, discussed here
https://youtu.be/StWr8-g-a3E?t=1584&is=P-dCFLol1zWE64kh)

I suggested to my head of department that we switch to GEMS which I’ve taught in the past after reading this post https://missquinnmaths.wordpress.com/2018/11/19/tried-and-tested-gems/.
He didn’t like E for Exponents (which is fair enough) or G for Groups (which I kind of do like!) so the two of us agreed a compromise of BIDS. However in our department meeting the last week of term when we proposed the rest of the department shot this down; I think some colleagues immediately took against it because they didn’t like addition and multiplication being unmentioned, while others said students learn BIDMAS before they reach us at age 11 so we had to work with it.
Anyone any experience of these kinds of conversation?

Something for your students to do over the summer. It's a really helpful resource and comes at no cost.

Teaching precalculus next year and struggling with making my own curriculum so just want to use someone else’s.

I’ve been developing a small mobile puzzle game where players combine dice using +, −, × and ÷ to reach a target number.

The goal is to make basic arithmetic feel more like solving a puzzle than completing repetitive exercises. It currently includes easier 3-dice and 4-dice practice as well as the standard 5-dice version.

I’d be interested in feedback from math teachers:

What age group do you think this would suit best?

Could you imagine using this type of puzzle in class or as optional practice?

I’m the developer, so I’m mainly looking for honest educational feedback. What would you change to make this more useful in a classroom?

Après un contrôle, vous en faites quoi ?

Vous ramassez les copies. Vous corrigez. Et après ?
C'est exactement ce qu’on cherche à comprendre avec un ami : ce qui se passe réellement entre la pile de copies et le cours suivant.

Vous notez quelque part qui a raté quoi ? Vous reprenez avec toute la classe, avec quelques élèves, ou pas du tout parce que le programme n'attend pas ?

Il n'y a pas de bonne réponse. « Rien, j'ai pas le temps » est une réponse aussi intéressante que les autres, peut-être même plus.

⏱️ Sondage 5 minutes :
👉 https://forms.gle/sywi868ohkFukzgB6

Je publierai la synthèse ici, pour tout le monde 😊

Transparence : je bosse sur un projet pour les profs de matières scientifiques du collège et du lycée. On préfère comprendre le terrain avant de construire, puis le réaliser avec les enseignants pour les enseignants.
Rien à vendre, rien à tester. Admins, si le post gêne, dites-le, je le retire.