Teaching Mathematics Jobs

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Fixed-Price - Expert ($$$) - Est. Budget: $3,500 - Posted
Hey guys! We are searching for an English teacher for a full-time job. It's Great job opportunity for those who want to explore the world while making more than a decent living. Benefits: • Salary depending on experience; • Work visa; • Accommodation; • Plane ticket reimbursement and more. Requirements: • Older than 21; • Bachelor’s degree holder (or on a verge of obtaining one); • Native or bilingual proficiency in English (UK, US, NZ Australian natives are preferred); • Teaching experience is desired but not mandatory. For more information contact me and we can discuss.
Skills: Teaching Mathematics English English Grammar English Proofreading
Fixed-Price - Intermediate ($$) - Est. Budget: $200 - Posted
Potential long-term partnership! I need a talented mathematics writer who can complete tasks QUICKLY. The GACE is a standardized test for Early Childhood teachers and this study guide focuses only on the math sections. 1.)10,000-12,000 words for the GACE: Early Childhood - Math Subarea. Please cover these topics on the outline: Subarea I: Mathematics Objective 1: Understands and applies knowledge of counting and cardinality The beginning Early Childhood Education teacher: A. Knows ways to help students make sense of numbers by comparing, ordering, and connecting numbers to quantities Objective 2: Understands and applies knowledge of operations and algebraic thinking The beginning Early Childhood Education teacher: A. Knows ways to help students develop an understanding of equations, number operations, and the relationship between the operations and their properties B. Knows how to represent and solve problems involving addition and subtraction to help students gain foundations for multiplication and division C. Knows how to write, interpret, analyze, and evaluate numerical expressions, patterns, and relationships Objective 3: Understands and applies knowledge of numbers and operations in base 10 The beginning Early Childhood Education teacher: A. Knows ways to help students gain foundations for place value, use place value, and understand the properties of operations B. Knows how to generalize and use place-value understanding of multi-digit numbers to perform multi-digit operations, including operations with decimals Objective 4: Understands and applies knowledge of numbers and fractions The beginning Early Childhood Education teacher: C. Knows ways to help students develop an understanding of fractions as numbers D. Knows ways to help students apply previous understanding of multiplication to multiply or divide a fraction or whole number by a fraction and to solve real-world problems involving fractions Objective 5: Understands and applies knowledge of measurement concepts and data The beginning Early Childhood Education teacher: A. Knows ways to help students identify, classify, describe, and compare the measurable attributes of objects B. Knows how to represent and interpret data C. Knows how to relate addition and subtraction to length and solve problems involving measurements D. Knows how to promote students’ understanding of the concepts of perimeter and area E. Knows how to promote students’ understanding of the concepts of angle, measurement of angles, and volume, and can relate volume to multiplication and division Objective 6: Understands and applies knowledge of geometry The beginning Early Childhood Education teacher: A. Knows how to reason with shapes and their attributes B. Knows how to graph points on the coordinate plane to solve real-world and mathematical problems C. Knows how to draw and identify lines and angles and can classify shapes by properties of their lines and angles These topics can be found in the attached official test outline. 2.) 40 practice test questions covering the content you wrote. Note that the word count listed above only pertains to section 1, and the practice questions do not factor into the word count. 3.) Detailed answer explanations for the practice questions you wrote. Official Outline (above) The test outline is the true authority on what topics to cover in your submission. Your headers need to match the sections in the test outline. It is very difficult for us to review your submissions if they do not line up. Reference Document Also attached is a reference document. Obviously the content you provide needs to be original. You can use this reference document and any other sources you may find online or offline. There is no need to cite any of the sources that you use. The content that you write should not be a copy or a paraphrase of any source, so a citation is not needed. If the reference document conflicts with the test outline and sample questions, the test outline and sample questions supersede the reference document. Please only write content for the topics you have been assigned. Test-taking tips (e.g. study strategies & test day tips) or test format information (e.g. number of questions) are unnecessary for your assignment and should not be included. VERY IMPORTANT Please make sure your writing utilizes correct spelling and grammar. Your audience consists of people who are preparing for a test, and usually have some degree of anxiety and worry about their ability to achieve the outcome they desire. Your goal should be to make tackling difficult subjects as fun and interesting as possible.
Skills: Teaching Mathematics Mathematics Writing
Hourly - Entry Level ($) - Est. Time: 3 to 6 months, 10-30 hrs/week - Posted
Im looking for someone that can help me prepare to pass GMAT. Im planning to go back to school and do my MBA after a 10 year break. I need a tutor that can help me prepare for it. I don't need anyone to spend a lot of time with me, just someone that can guide me, recumbent books, explain some math problems.
Skills: Teaching Mathematics Mathematics
Fixed-Price - Entry Level ($) - Est. Budget: $9 - Posted
LernSys Inc. is recruiting teachers and certified instructors (active or retired) to join our team. Our teachers earn an attractive income by offering pre-recorded video lessons/courses, for Kindergarten to Grade 12. To be considered for this position, you must: Be a teacher or instructor Have access to a whiteboard, blackboard, projection screen or HD LED screen (at least 4 feet or 122 cm diagonally) Have access to your own computer and a video camera for pre-recording content (no live sessions required) We offer: Very attractive compensation Course and lesson creation tools Quiz and test auto-correction 24/7 commissions and sales tracking Integrated payment gateway Free online marketing Free Search Engine Optimization Job Type: Part-time/Full-time Required education: Diploma/Certificate
Skills: Teaching Mathematics Computer Skills Data Entry Teaching Algebra
Fixed-Price - Entry Level ($) - Est. Budget: $30 - Posted
I need 21 short (up to 200 words) lessons in Mathematics in English for students of 5-6 years. Try to find at least two ways of exploring these simple ideas. Similar lesson plans could be easily found in internet. Examples attached. Topics: 1. Make repeating patterns with found objects. 2. Copy flowing patterns made from curved and straight lines. 3. Draw repeating patterns of shapes. 4. Continue patterns with drawings. 5. Sort found objects and explain the basis for the classification used. 6. Sort objects to a classification supplied by the teacher, e.g. by colour, by shape, by texture. 7. Choose a useful, non-standard, unit when faced with measuring small lengths, e.g. their finger length. 8. Compare objects directly by placing them against each other to determine which is bigger, taller, heavier, etc. 9. Use ‘heavier than’ and ‘lighter than’ accurately to compare everyday objects. 10. Name the days of the week. 11. Use the terms morning and afternoon accurately. 12. Use prepositions of location accurately in relation to pictures and diagrams, e.g. ‘between’, ‘near’, ‘next to’, ‘forwards’, ‘towards’, ‘beside’, ‘in front of’, ‘behind’, ‘over’ and ‘under’. 13. Identify their left and right hands. 14. Identify the left and right of objects and spaces. 15. Turn left and right upon demand. 16. Use the terms ‘likely’, ‘unlikely’, ‘probably’, ‘might’, ‘more likely’, ‘less likely’, ‘certain’, ‘uncertain’, ‘impossible’, ‘possible’, accurately to describe common events. 17. Read the numbers 1 – 20 – at least. (Possibly extend to 100) 18. Sequence the numbers 1 – 20 from scrambled order. 19. Draw diagrams to represent statements like 4 groups of 3. 20. Use the signs =, <, > between introduced concrete, or image objects, and then for numerical quantities. 21. Share sets of objects into equal groups, of the order 36 objects, shared into 6 equal groups.
Skills: Teaching Mathematics Academic Writing Copywriting Curriculum Development
Hourly - Intermediate ($$) - Est. Time: Less than 1 week, 10-30 hrs/week - Posted
I am trying to accomplish the task of getting some online tutoring for a friend's son who is in a high school Math course. This will likely take a short time, to walk him through the needed assignment, the job will be by the hour and please be able to go back and forth through a communications portal that is written. Thanks. Below is an example of some of the statistics portion.
Skills: Teaching Mathematics Mathematics
Fixed-Price - Entry Level ($) - Est. Budget: $45 - Posted
I need tutoring help in calculus, ---- I will definitely pay bonus, amount depends on how good freelancer does ----- -Critical Numbers - Application Derivative -Increasing, decreasing intervals -Intervals Concavity -relative minimum and maximum with 1st and 2nd derivative -Absolute Min and Max closed intervals - Expotentional logs
Skills: Teaching Mathematics
Hourly - Expert ($$$) - Est. Time: 3 to 6 months, Less than 10 hrs/week - Posted
I'm looking for talented mathematicians/quantitative people to help develop a unique program. So much of math ability is viewed as an innate/"either you got it or you don't" sort of thing, and my hypothesis is....that's nonsense. If I want to learn how to swim - someone can teach me. If I want to learn how to ride a bike - someone can teach me. But if I want to learn how to develop my ability to tackle math problems, most people say - "eh, I'm not just a math person". I believe with the right training/structure, one can improve on their quantitative reasoning ability. It's not just doing *more* problems ( or memorizing geometry theorems and combinatorics equations) , it's about learning the right things from each problem a person does, and developing an ability to tackle problems they've never seen before. Here's what I'm looking for (high level). A structured program that: - measures a baseline quantitative reasoning ability for a person - teaches someone *how* to employ a variety of mental heuristics (and not just generic rules like, "begin with the end in mind" or "draw a picture")....but when/how to try each of those tools on problems - measure an improved quantitative reasoning ability in, let's say, 6 months I'm *not* looking for some magic system that turns people into Terence Tao, but more the analogy of gym trainers: you can get in incredible shape if you have the work ethic and the right system. Very much an open ended/painfully ambiguous project ha, feel free to drop a line with any questions. This is something that I'm personally very passionate about, would love to discuss ideas on how to make this happen.
Skills: Teaching Mathematics Mathematics