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UPDATE: We are no longer in the pilot phase of our curriculum program, so some of the information below may be out of date. For current details regarding purchase options, please visit our help page on curriculum licensing.

At Desmos, we love doing math on paper and we have also seen the unique power of computers to provoke wonder, enable mathematical creation, and connect ideas together.

Thousands of teachers have experienced that power in our supplemental activities. This coming school year, we’re offering a small set of 7th and 8th grade teachers even more of that power through pilot access to …

… our complete middle school curriculum!

It’s part paper, part computer, and full of fantastic learning experiences for middle school math students from start to finish.

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As soon as I learned about the Stronger and Clearer Each Time instructional routine, I knew I needed to try it with my students.

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This post is part of an ongoing series of stories about our personal relationships with mathematics. We introduced this series in a recent post. Today’s math story is from Michelle Nguyen, copy editor here at Desmos.

I grew up believing that there are two types of people: those who are good at math and those who aren’t. I had been convinced that our aptitude for math was a born trait, a characteristic inextricably woven into our genetics, like eye shape or hair texture. I also noticed that being “good at math” was reserved for certain people in our society. Math people were geniuses, “model minorities,” destined for lucrative careers, boys. I fell into some of those boxes but right outside of others.

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