Do pupils need to know maths syntax?

No. The AI recognises handwritten equations and suggests notation — the focus is thinking, not syntax.

Do solutions automatically count in the gradebook?

They count in the subject profile as evidence of work. Grades are set manually by the teacher via SpeedGrader.

By default the AI gives next-step hints and Socratic questions. Teachers can fully disable hints per task.

Yes. The tool is optimised for touch and digital pen — also on Chromebook and iPad.

Maths

Write by hand, let the AI read the equation and show every step of the solution. The teacher sees the full reasoning — not just the answer.

Write with touch or mouse — the AI recognises the equation and suggests the next step.

Pupils don't just see the answer — they see every intermediate step and why it makes sense.

Draw lines, parabolas or geometric shapes and get coordinates and measurements automatically.

Every session is saved as an artefact with a timeline of the work — ready for SpeedGrader.

Counts automatically in the maths subject profile — no manual logging for the teacher.

The AI adjusts the equation's difficulty based on the pupil's level and mastery.

Pupils draw fractions as pie slices; the AI rewrites them as numbers.

Write the equation, see the discriminant computed and the roots plotted on a graph.

Draw the function by hand; the AI suggests f'(x) and shows the tangent.

For the maths teacher

You see every intermediate step, not just the answer. Misconceptions surface early, so you can target differentiation in the next lesson.

For school leadership

Anonymised patterns across year groups show where maths is struggling — without exposing individual pupils.

The maths whiteboard is built on principles from conceptual/procedural mathematics, visible learning and the Danish subject aims.

NCTM (2014). Principles to Actions: Ensuring Mathematical Success for All. National Council of Teachers of Mathematics
Rittle-Johnson, B. & Schneider, M. (2015). Developing Conceptual and Procedural Knowledge of Mathematics. Oxford Handbook of Numerical Cognition
Hattie, J. (2012). Visible Learning for Teachers: Maximizing Impact on Learning. Routledge
Børne- og Undervisningsministeriet (2024). Fagfornyelsen — nye fagformål og kompetenceområder. uvm.dk source

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