A tag is a keyword or label that categorizes your question with other, similar questions. Using the right tags makes it easier for others to find and answer your question.
For questions about teaching students at the undergraduate (university) level.
For questions about teaching mathematics in secondary education (in most countries approx. ages 10-18).
for questions on general considerations and problems of teaching mathematics, i.e., issues specific to teaching mathematics yet relevant to various contexts and courses.
For questions applying to calculus courses. Topics include derivatives, integrals, limits, continuity, series, application questions, etc.
a request to be provided with (links to) documentation, official papers, and specs related to one or more specific algorithms or mathematical procedures, to provide a trusted ba…
the part of mathematics in which letters and other general symbols are used to represent numbers and quantities in formulae and equations.
Questions about comparison of textbooks, the use of textbooks in mathematical education, requests about textbooks dealing with a specific topic in a specific way.
For questions about creating a new course or altering the format of an existing course.
For questions related to geometric shapes, congruences, similarities, transformations, as well as the properties of classes of figures, points, lines, angles.
For questions about the mathematical education in the first years in school (ages approx. 5-10).
For questions concerning the motivation of students and helping them to motivate for their study in general.
Questions on software (including web-based one) for teaching and related to teaching and the relevant hardware. Video and audio for the classroom. Usage of electronic tools in teaching.
For questions about examples for some mathematical subject – usually for purposes of motivation and illustration.
For questions how to motivate a mathematical concept (i.e., the motivation and examples of definitions, theorems, etc.) or general concepts of mathematics. Please use the tag [tag:student-motivation] …
For questions about contents, order, background, alternatives in curricula.
Questions about how someone learns on their his or her own, outside of traditional classroom environments.
related to the various social scientific research work being done in areas related to mathematics education.
For questions applying to analysis courses: Real and complex analysis. Typically a higher and more proof-based level than calculus.
For questions about exercise groups; tutors, TAs, exercise group leaders and everything related to that.
For questions investigating students mistakes, clarifying their origin and asking for advice to fix or improve the mistakes.
For questions related to studies for graduate or more-advanced students and courses.
For questions touching upon pedagogical considerations and problems of a general nature, i.e., not specific to mathematics. Please note that some aspect of the question should still be related to math…
Grading questions ask how to properly, effectively, and fairly assign grades to assignments/exams/quizzes.
For questions concerning homework, such as good problems for specific topics, amount and difficulty of homework, grading homework, cheating
Assessment questions ask how to properly, effectively, and efficiently ascertain the abilities of students. This doesn't necessarily involve numerical grades, but rather is focused on an overall chara…
For questions about the practice or science of collecting and analysing numerical data in large quantities, for instance for the purpose of inferring proportions in a whole from those in a representat…
For questions about good use of notation, comparison of specific notation, motivation of notation.
For questions related to linear mappings, matrices, basis, determinants, eigenvalues and other topics commonly done in a linear algebra course.
For questions about the use of terms (words) used in mathematics, or used in teaching mathematics. Not to be confused with: [tag:definitions].
a pedagogical approach that incorporates things like social networking and computing into course design and delivery.
For questions about the teaching of probability, dealing with students misconceptions in probability, and explaining probability theory paradoxes.