At Mathscribe, we believe that every student should have access to the most educational use of technology possible. We therefore provide standards-driven interactive textbooks that utilize guided discovery, dynamic graphing, instant feedback, and adaptive exercises. Our curriculum works well in traditional classrooms, or in supplementary sessions or interventions.
We provide free interactive textbooks for Algebra 1 courses. You can either browse these as a student sees them, or get a teacher’s overview of entire lessons and related Common Core standards. The best way to understand our approach quickly is to slide the sliders on the right controlling $y=ax^2+bx+c$, then click on one of the course links in the table below, then click on one of the lessons that you will see, and then answer a question or two.
|Common Core Algebra Preparation||Teacher View|
|Common Core Algebra 1||Teacher View|
|Common Core Algebra 1 - Grade 8 (Accelerated)||Teacher View|
From a Teacher View, a teacher can sign in and then create a class gradebook. Students can then join the class using the My Classes link here or at the top right, and then the teacher can use either My Classes link to track students’ progress in the gradebook.
- All exercises and tests are graded automatically.
- Instant feedback is provided to students.
- Dynamic graphs vary under student control.
- Learning is achieved by guided discovery, not rote memorization.
- Students can learn at their own pace, alone or in small groups.
- An unlimited number of adaptive exercises and hints are generated randomly.
- Standards-driven curriculum leads to better outcomes and higher test scores.
- Our Algebra 1 courses are free.
Dave taught mathematics and computer science at U.C. Berkeley, and volunteered in his children’s schools. He studied mathematics and computer science at M.I.T. and U.C. Berkeley, receiving a B.S. at M.I.T. in three years. In high school, he received a 2nd Prize at the 1974 International Mathematical Olympiad, and took six courses at U.C. Berkeley, receiving six A+s. He worked on the MACSYMA and AXIOM computer algebra systems, wrote the open source jqMath module for authoring MathML, helped implement MathML in Chrome 24, and is stackoverflow’s top MathML answerer.
Nan taught mathematics at U.C. Berkeley and in an enrichment program for elementary schools. She has tutored students in algebra, geometry, and calculus, starting in high school in the 1970’s, and continuing today with neighborhood students from middle school through college. Nan studied mathematics at U.C. Santa Cruz and U.C. Berkeley, working with Fields Medal winner Stephen Smale, and was elected President of the Mathematics Graduate Student Association. She has been working in the field of database design and programming for more than 30 years. She works closely with customers to enhance her software’s usability, and trains new users across the country.
Micah has been active as a tutor and teacher since high school. As an undergraduate, he officially tutored math and physics classes ranging from linear algebra through general relativity, as well as unofficially tutoring anyone who appeared at his doorstep. As a graduate student, he taught for several years at the University of Chicago. Micah was one of the strongest mathematics students at Harvey Mudd College ever, twice receiving an Honorable Mention in the William Lowell Putnam Competition, winning an RIF Prize three times, and the Courtney S. Coleman Prize. In addition to his work on Mathscribe, he answers many math questions at stackexchange.com.
Cody taught third and fourth grade for 10 years at Valley View K-8 in Denver, CO. She worked with many ELL students and is dedicated to their cause. She wrote STEM curriculum both as a teacher and a consultant, applied for and received grants for resources and field trips, and coordinated her schools’ gifted and talented program. Cody has a Master’s Degree in Curriculum and Instruction from the University of Colorado at Denver, and is currently enrolled in their PhD program, specializing in mathematics education. As an undergraduate there, she worked in the Rocky Mountain - Middle School Math and Science Partnership.
Ashley tutored students in English, philosophy and history while earning her B.A. in two years(!) at Westmont College. During her second year, she also did writing and customer outreach for a local internet startup. She later developed marketing and social media programs for several family-owned businesses. Ashley also has extensive experience in sports blogging and copy editing, and her statistical analysis has appeared in USA Today, Baseball Prospectus, Mashable, NBC’s Hardball Talk, and other publications. Ashley loves to help people, and analyze and communicate needs between teachers and her geekier colleagues. She would love to hear about your experience with Mathscribe!
By the early 2020s, virtually every U.S. middle school and high school student will have their own portable computer. Chromebooks and other thin client computers today provide 11+" screens, wireless connectivity, almost no set-up and maintenance costs, and prices around $150. In mathematical subjects, these computers will grade homework and tests instantly, freeing up teachers for more creative and fulfilling activities. Interactive online textbooks will lead students to discover mathematical concepts and facts for themselves, while providing immediate feedback and correction. For instance, students will vary parameters using sliders, observe resulting changes both graphically and numerically, answer questions about the changes, and see their answers checked, all in real time.
An unlimited number of randomly generated exercises will adapt in difficulty in response to student answers. Assessment data will be generated automatically without disruptive high pressure tests. Tutors and mentors will be able to connect with students both locally and remotely. With fewer in-class lectures, students will work more at their own pace, alone or in small groups. With less rote learning and mind-numbing drill, more students will choose STEM majors. The need for remedial math courses at community colleges will decrease. Increased practice in quantitative reasoning and logical thinking will prepare students for better careers and citizenship.