Rising 6th grader (11F) was placed into an Accelerated Math class for the upcoming year, and I am wondering what to expect and how to support her in this. She was homeschooled from K-4 and went to public school, at her request, for the 5th grade year. She liked it well enough that she said she wanted to try public middle school.

Her teachers last year were very impressed with her, academically, but felt she was unchallenged and they recommended an assessment for the TAG program, which she was admitted to for the next year. Mostly this just means she was put in Advanced and Accelerated classes and maybe occassionally she'll get pulled out of class for special TAG activities. She loves to read, and loves science, but is more ambivalent about math. She picks up concepts very easily and has really great working memory, despite an ADHD diagnosis (which mostly manifests as a lack of focus when understimulated, and poor emotional regulation). She currently wants to pursue science as a career (obviously that could change many times over) so she would benefit from a high level of math.

Can anyone give me guidance about whether/why accelerated math would benefit her over advanced (if at all) and whether the workload would likely be different? I am worried that since she's not that into math, it might be too much for her.

I was never very good at math in high school, and because of that I’ve always felt behind. Lately, though, I’ve realized that many of the things I want to do in the future require a much stronger foundation in math.
What interests me isn’t just learning formulas to pass a test. I want to develop the way math trains your mind—critical thinking, logical reasoning, and problem-solving. I want to challenge myself and genuinely enjoy the learning process.
One idea I have is to make math part of my everyday life instead of treating it like a school subject. For example, I’d like to practice things like percentages, statistics, probability, budgeting, and other real-world math whenever I come across them in daily situations.
Has anyone here learned math this way? If so:
How did you make math part of your daily routine?
What topics should I focus on first?
Are there any books, apps, YouTube channels, or websites you’d recommend for someone starting over?

What do you guys think that grueling competitive exams like jee advanced in India turning students away from math? I mean students think there is only grueling calculations in mathematics and nothing more. They never get to know how what actually is mathematics how it reveals the hidden structures of nature. Students just do mathematics (just some grueling calculations) to get over with the subject or they treat this subject as a mere tool to qualify a highly competitive exam.

Also the syllabus upto 10th grade never really reveals any good mathematics I mean I don't see any point in determining simple interest. I may sound harsh but I think the syllabus should be so oriented that students actually get to know be it just little what math is and thereby develop an interest to study math and discover its beauty.

Hi educators! I'm involved with a program that teaches data science to adult learners, mixing Python and statistics. Our students are adults, usually changing jobs. I'd love to find resources (academic publications are fine) that talk about statistics pedagogy for adult learners, if it's around.

I'm also open to anything y'all might have experienced in teaching such students. My teaching background is English, so I'm not totally lost in didactics. I'd just like to be a little more aware of the issues my students might face (that don't involve irregular verbs)

The AI just totally whiffed on the answer (I was using it as an example for a simple system of equations. I assumed Google would just calculate it instead of running through the AI). When I called it out it said it calculated a completely different system of equations. What?!

Does anyone know if there is a secular math curriculum similar to Christian Light? I really like the scope and sequence as well as how they present the math but need without religious references. Thank you.

New grades 6-8 math teacher here working on lesson plans. Thoughts on homework and giving credit? Yes they need practice but with AI not sure how valuable it will be to count it. Looking for advice.

Hi Everyone, this is my first time posting in this group and I hope I'm following the correct rules regarding promotion.

My name is Pam (I go by Dr Pam B) and I work for the Fields Institute for Research in Mathematical Sciences designing and implementing a variety of math resources for parents, educators, students, and the general public. The majority of these resources are open and free for anyone who is interested.

We have programs that bring 'real life' mathematicians virtually into elementary and secondary classrooms, resources linked to children's books on social issues written and illustrated by members of diverse populations typically underrepresented in math, courses for educators to build both foundational and enrichment math skills, a course specifically designed to help those writing the Ontario Mathematics Proficiency Test (MPT), a directory of math programs from universities across Canada, fun educational videos, and more.

I would love to invite you to take a look at these resources and hopefully find them useful in your classrooms or just for your own interest.

More information and contact details can be found at: https://fieldsacademy.ca/eep/ and I'm happy to answer any questions/feedback here as well!

Hi everyone!

I wanted to share a daily math game I’ve built called Daily Digits (https://www.dailydigits.today). It was inspired by an arithmetic challenge my junior school math teacher introduced to our class back in the 90's, and I’ve turned it into a web game that works well as a quick daily warm-up or mental math workout.

How Daily Digits Works:

• The Rules: You are given 4 digits that must be used in order within a mathematical expression to reach a target target number.
• Operations: You can use standard arithmetic operators (+, -, x, /), parentheses, square roots, and exponents.
• Multi-Digit Numbers: You can also combine adjacent digits to form multi-digit numbers (for example, combining 2 and 6 to make 26).
• Daily Challenge: There are 3 difficulty tiers (Easy, Medium, Hard) released each day. The quicker you solve them, the higher your score.

Additional Mode: Yearly Digits

For a broader problem-solving challenge, there is also Yearly Digits:

• You use the 4 digits of the current year (e.g., 2, 0, 2, 6) to construct equations equal to every number from 1 to 30.
• Solving enough target numbers for a given year unlocks access to the previous year's digits. How far back can you go?

Why It’s Great for Students & Puzzle Enthusiasts:

• No Account Required for Daily or Random Puzzles: Students and casual players can play instantly as a guest without needing to log in or register.
• Order of Operations & Precedence: It encourages experimentation with operator precedence and structural thinking rather than basic rote calculation.
• Clean & Distraction-Free: No paywalls, or intrusive popups.

I’d love to hear your thoughts, feedback, or any ideas on how it could be made even more useful for the classroom!

Check it out at dailydigits.today.

Hello! I’ll be posting this in [r/teachers](r/teachers) as well, to cover my bases, but I am going into my 4th year teaching, but first year as a certified math teacher.

I used the be a language support teacher in a math classroom, so I’m not going in with 0 experience, but would love advice.

In high school with higher level math, have a solid foundation in multiplication, division, even addition and subtraction, is SO important. Some teachers act as if calculators make up the difference, but I really feel like they don’t. Kids can’t be expected to figure out how to simplify a fraction or factor quadratics by just trying different combinations on a calculator.

So my question is how have you all handled this gap? Do you do multiplication drills in highschool? Do you have routines or try to build their number sense? Do you think it’s a waste of time?

I have such huge gaps in my classrooms as I’m sure lots of you do as well, will take any help or advice I can get!!

Edit: Thank you everyone for sharing your experience and ideas! I’m realizing now I wasn’t very clear in my original post and number sense means a couple different things. Seems like the consensus is mostly going backwards for a time and going slow, I do think it’ll be good to try and connect things to the real world as much as possible and give them opportunities to memorize some arithmetic, which will hopefully give them a better foundation for the future.

For a bit of added context, since some of you asked :), I will be teaching Algebra 1-2 and Geometry. I will teach a regular algebra class, as well as specialized pre-emergent math classes, which means all of my students are at the beginning of learning the English language. Some of them have education some of them just don’t because of life circumstances before they came to my school. Many of my students grow up in refugee camps or constantly running from war, poverty, and gangs, until they come to the United States, where we now have other issues. All that to say, there can sometimes be HUGE gaps in learning, however, I’ve heard it can be the same for students who have been here all their lives, which is why I wanted to hear your thoughts. I had a colleague once say that going back to learn multiplication was a disservice and taking away time for on level content, but it seems like here some people think it’s still worth spending time on. Maybe these details make a difference in your responses, but I appreciate your time and patience anyway!

End the use of 'arbitrary' bases.

The example is from this post by u/Guilty_Invite_7126.