Electronics Engineering Technologist @mynbcc | Upskilling on math using @_mathacademy_ |

Joined May 2025
This is silly. There is no need to generate a lesson on adding fractions every time someone wants to learn to add fractions, just serve them all the lessons that already exists. It's better to use AI to decide which lesson to serve, rather than have AI generate a new lesson.
AI will generate all learning materials on the fly in ~3-5 years today, we just use it to fill in gaps
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What's going on in public education should be one of the biggest scandals out there. Yet the Lucy Calkinses of the education world keep getting away with it. I hope everyone listens to my recent anonymous episode with two teachers. People need to understand that there are teachers on the ground who KNOW much of this stuff doesn't work. They want better MATH outcomes for their students. These teachers went against the prevailing ideology. Their students learned more math when they did! And they presented research supporting explicit instruction. They were gaslighted and got pushback at every turn. It's tragic. Families are trusting schools to do a good job. In some cases, that trust is being violated. The public needs to stop being complacent and start demanding better education for kids.
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🚨Why are so many students struggling with math? CBC just released an audio documentary on math education in Canada - a bit like a mini Sold a Story for math. They cover a lot in 25 mins: problems with education research, where math instruction has gone wrong, what needs to change. Please have a listen 🎧 cbc.ca/listen/live-radio/1-6…
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"If you avoid focus because you want to keep your options open, you’re likely accomplishing the opposite. Getting good is a prerequisite to encountering options worth pursuing." — Cal Newport
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Replying to @justinskycak
@justinskycak @_MathAcademy_ I'm taking MF II, but seem to also be 9% of the way through MF III. I failed 6 MF III reviews in the past 48 hours. I also just failed a multistep that had content I've never seen, or content that I saw so long ago that I don't remember learning.
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Do I just keep going and failing the reviews I don't understand? I sent a message to support just now, but figured I'd ask here as well.
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Also, polyhedron is also used without first giving a definition. I can never tell if the diagnostic test i took to get into MF II wasn't thorough enough or if it is intentional that terms are introduced without definitions.
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Just to add, I completed MF 1, then did MF II for awhile before switching to calculus I, and then back to MF II. when the lesson "nets of polyhedrons" doesnt define what a polyhedron or prism is, is that the systems way of testing to see if I already know?
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Watt retweeted
What do you after that determines whether you learn. ^^that is an argument against endlessly scrolling. If a kid is endlessly scrolling then there is no "after that", there is just the next video.
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In my last 7 week term of college I decided to keep track of how many homework and practice problems we were assigned, and then how many problems I solved on @_MathAcademy_ in the same time. For my calculus class I solved 40 problems. On math academy I solved 1,187 problems.
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Watt retweeted
this is why school never made sense the class moves at the speed of the average kid and the ceiling is set by whoever the system is most afraid to leave behind growing up in malaysia then doing college in singapore everything was so easy that school became a side quest children shouldn’t be bound by the system. human curiosity does not move in semesters. it does not stop at the syllabus and it definitely should not wait for the rest of the class that’s why i’m so bullish on AI because for the first time in our lifetime a kid can ask a million whys without someone telling them to slow down
For anyone wondering how a third-grader can complete six years' worth of math in a single year AND score a 5 on the AP Calculus exam. This knowledge graph spans 3,000 math topics, from 4th grade to the university level, providing the perfect basis for mastery learning. Students can go as fast or far as they want! There are no restrictions whatsoever. The only requirement is that they must demonstrate mastery of each topic before moving on to the next. Kids are capable of incredible things when given that kind of freedom and support.
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I'm excited to announce the most ambitious recreation of Bloom's 2Sigma study of the last 40 years. It's funded by @reedhastings and staffed by a team of 20 of the best educators in this country. Our education team's goal is to show the largest academic gains in one year ever recorded, and we'll publish our results even if we fail. Recently, @jwdanner introduced me to @reedhastings. Most people know Reed co-founded Netflix. Fewer know he has been one of the driving forces behind improving education for the last twenty years. When Reed pitched me on recreating Bloom's famous 2-sigma problem, I felt an overwhelming sense of hope for education. Over the last few months we have moved at breakneck speed to assemble an exceptional team. Someone recently described it to me as the "Avengers of education." We are testing one question with the rigor it deserves: can elite one-on-one tutoring reproduce the largest learning gains ever measured in a controlled study? We will work with researchers from Stanford, Brown, Cornell, and other leading institutions, and we intend to be the most transparent research group in the field. That means publishing our methods, our benchmarks, and our results, whatever they show. We will invest up to $100,000 per year per student to give them the best education on the planet. If it works, the data and methods can help educators and technologists recreate these outcomes for every child. We are actively hiring tutors, engineers, and operations people to help us climb this mountain.
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Watt retweeted
Most math tools teach to the test. Families kept nominating @_MathAcademy_ because it teaches to the kid. 2026 Eddy Award Winner - Resource of the Year. @justinskycak @exojason shared, "This recognition reinforces our commitment to helping every student achieve their fullest mathematical potential."
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Our Math for ML course is getting so much love we decided to make one for physics as well. Two, actually. Released today. The math behind vibrations/waves, E&M, diffusion & heat equations, dynamical systems, signal analysis, uncertainty propagation, computational modeling, ... There's also a third one on our radar: the math behind quantum mechanics, field theory, continuum mechanics, and modern mathematical physics.
I'm delighted to announce that @_MathAcademy_ has released two courses in Mathematical Methods for the Physical Sciences. Designed for students who want the mathematical tools needed for undergraduate-level study in physics, engineering, and other STEM fields. Details below👇
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Day #64, #65, and #66 @HabitGraph
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Our DiffEq launch is special for me because I've been frustrated with DE pedagogy for a long time. This is the course that I wish I and all of my tutoring students had taken. When I took DiffEq in undergrad, it was taught as part of an Abstract Algebra class. Abstract Algebra. Let that sink in. The official title of the course was Algebra 1, and the way that DiffEq was taught in Algebra 1 was kind of like this: "Speaking of algebraic structures, let's learn about metric spaces. By the way, differential equations is a thing you can do in metric spaces. Linear independence, Wronskian, yadda yadda. Memorize these proofs. Okay, moving on!" They said were doing some kind of revamp / reorganization of their math courses, and maybe they were trying to do some kind of "integrated" sequence. But the bottom line is they gave DiffEq responsibilities to a hardcore algebraist who didn't want to teach it -- so he didn't. Not really. Now, I knew my own DiffEq experience was completely whacko, straight out of Alice in Wonderland, but I didn't expect that so many other people's DiffEq experiences would be whacko in a different way. When I did a bunch of tutoring, and talked to people taking DE elsewhere, I realized that pretty much everyone who teaches DiffEq has a different conception of what DiffEq covers. I mean, sure, there's a common thread up through 2nd-order homogeneous ODEs via characteristic polynomial, but beyond that, DiffEq class is like a box of chocolates and you never know what you're gonna get. I had always assumed that most people taking DE courses were learning it fairly comprehensively: integrating factors, undetermined coefficients, variation of parameters, oscillators, Cauchy-Euler, Bernoulli, systems, Runge-Kutta, power series solutions, Laplace transforms, Fourier series, eigenfunctions, Lotka-Volterra (predatory-prey model), phase portraits, etc. But what would typically happen instead is, after covering those 2nd-order homogeneous ODEs via characteristic polynomial, the course would shoot off into whatever direction was most applicable to the instructor's research interest. And it wouldn't cover all the other foundational stuff that you would reasonably be expected to know if you took a solid DE course. Anyway, it feels nice to finally put out a DiffEq course that's comprehensive and well-scaffolded with plenty of concrete examples.
Announcing the launch of our Differential Equations course! Please visit the DE course page for the description and contents here: mathacademy.com/courses/diff…
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Day #63 I have to slow down for the next week while I complete my end of term reports, and take some tests. I fell today on ice and have a shoulder injury. It's really going to affect how fast I can write, so I expect to have a lot less time for math until the end of the term. @HabitGraph
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Day #57 and #58 @HabitGraph
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Day #46 I've had such a great experience with MA. Everyone in my life knows about the site because I can't stop talking about it. @HabitGraph
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First calculus test is tomorrow. Multiple people in my class have no idea what is going on. "Math for engineering technology" is a joke. It's pick and choose topics that we need to know, but without teaching the prerequisites.
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Our circuits courses were excellent. Our micro controllers courses were decent, not as thorough as I would have liked, but the instructor was really good and cared a lot. The math the entire way through has been really bad.
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